The problem addressed in this study was that many urban minority students in a Midwestern state begin school without the requisite emergent literacy skills. The purpose of this qualitative single case study was to explore the instructional approaches used by early childhood education (ECE) teachers in an urban community in a selected Midwestern state to develop the requisite emergent literacy skills needed to achieve reading proficiency in minority students. The theoretical framework was based on Vygotsky's constructivist theory and Bronfenbrenner's ecological systems theory. This study used a qualitative methodology with a single case study approach. Semi-structured interviews were conducted with 12 prekindergarten teachers in Michigan to explore practices that potentially equip minority preschool students with the emergent literacy skills required for reading proficiency. The findings revealed a consensus on the challenges teachers face in preparing students for kindergarten readiness, especially when using a play-based curriculum. Such programs provide socialization yet leave children lacking in emergent literacy skills needed for academic success. By providing insights into effective ECE practices, this study contributes to the ongoing dialogue on educational strategies that support the academic success of minority students in urban settings, offering valuable perspectives for teachers, administrators, and policymakers. It is recommended to replicate this study with a qualitative case study capturing the perspectives of kindergarten teachers on minority students' emergent literacy skills required for reading proficiency. [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.]