The purpose of this study was to determine the significance of teaching phonological awareness directly in the classroom. Student samples were conducted of both special education and general education students. Teacher interviews and observations were also used in this process. This research was conducted in an elementary school with approximately 500 students, 10% of the population being special education students. The results showed that students can benefit and improve their reading with the direct instruction of phonological awareness. Teachers need to understand the importance of this piece and be sure to integrate it into their curriculum. Without this instruction, some students do not make the connection to the letter-sound correspondence, therefore, leading to difficulty in the areas of reading and writing. It is recommended that teachers in grades kindergarten through second grade spend about 20 minutes per day teaching this concept. The following are appended: (1) Data Collection Plan; (2) Interview; (3) Observation Checklist; (4) Interview #2; and (5) Teacher Survey. (Contains 1 table and 4 figures.)