Teaching young children to read is one of the most important aspects of education. There is a vast body of research examining the neuroscientific processes at work in learning to read, the many components of literacy, and the best instructional methods to support literacy. The purpose of this study was to collect perceptual data from teachers regarding their knowledge of reading development and pedagogy and their instruction. The theoretical frameworks used to design the study were Social Cognitive Theory and Adult Learning Theory. The research questions explored teacher perceptions regarding how their domain knowledge of reading acquisition impacts reading instruction, teacher perceptions regarding how their awareness of research-based instructional strategies for word recognition impact reading instruction, and what teachers perceive are the barriers to implementing research-based instructional strategies in phonics and phonemic awareness. The study design collected information through a survey, interviews, and a focus group. Fifty-one participants from eight school districts composed the sample for this study. Data were analyzed to infer emerging themes. The findings of this study illuminate teacher needs and identify avenues through which to improve reading instruction for early elementary students. [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.]