A qualitative ethnographic study examined three early childhood teachers' awareness, acceptance, and implementation of emergent literacy theory. The three teachers, from three different schools in two neighboring mid-Atlantic states, were chosen for their contrasting teaching styles. Each classroom was observed by a non-participant observer for the entire length of each class session on the average of once a week over a six week period. Results indicated that two of the teachers were aware, accepted, and attempted to practice emergent literacy theory. Practice of emergent literacy theory was dependent upon awareness and acceptance. Teacher awareness and acceptance was influenced by four themes--teacher knowledge, autonomy in teaching, professional development, and school culture. Future research should further examine the relationship among school culture, teacher knowledge, and autonomy; distinguish among those forms of professional development which result in more informed teachers; and determine if these variables interrelate differently for different genders. (Contains 23 references, a table, and a chart demonstrating factor interrelationships.) (RS)