The purpose of this qualitative study is to investigate the significance of how pre-K and kindergarten teachers' perception and implementation of instruction prepares children for literacy in both grade levels. Three research questions guided the study: Are pre-K and kindergarten curricula aligned with implementing emergent literacy skills in preparedness when students transition from one grade level to the next?; Are the High Scope and CCSS/NJSLS requirements developmentally and age appropriate practices for teaching Pre-Kindergarten (pre-K) and kindergarten students early literacy?; and How can professional development support curriculum alignment in pre-K and kindergarten? The theoretical foundation used to conduct this study is the social constructivism framework of Bronfenbrenner's ecological systems theory, as well as Piaget, Vygotsky and Fredrich Frobel. Seventeen pre-K and kindergarten teachers were used as participants in this study, each with at least five years of teaching experience. Data were collected from participants through open-ended interview questions. The teachers in the two New Jersey school districts concerned have similar theoretical curriculum frameworks. In the qualitative methodology, data analysis for this paradigm was followed by the triangulation procedures in (Mertens, 2015). The methodological triangulation used involves more than one data set to gather evidence, such as open-ended interviews and documentation. The five themes identified were: (a) Collaboration Between Pre-K and Kindergarten Teachers, (b) Developmentally Appropriate Practices of the High Scope and CCSS/NJSLS Curriculum, (c) Age Growth Development (d) Culturally Responsive Teaching, and (e) Professional Development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]