In the study, the researcher investigated the percentage of early childhood teachers who read aloud to their students and to explore the influences early childhood educators face when implementing or not implementing a read aloud strategy in kindergarten classrooms in Saudi Arabia. A convergent mixed mothed was applied to discover perspectives of teachers in Saudi Arabia regarding using read aloud strategy by using a survey, and interview process to determine the degree to which read aloud was used with kindergarten students and the reasons why. The sample of the study was 196 early childhood teachers for the survey phase, and six early childhood teachers for the interview phase. The findings of this study provided data and information that early childhood educators, administrators, researchers, and policymakers at the Ministry of Education of Saudi Arabia may use to form future decisions about embedding a read aloud strategy in the early childhood curriculum. The study revealed that majority of the sample of the study were implementing read aloud strategy even though read aloud strategy was not a regular and required time of the daily schedule of the kindergarten schools. Most of early childhood teachers read aloud to their students approximately 10 minutes every day. Also, the majority of the sample had not attended additional training beyond a college course related to implementing read aloud strategy in their classrooms were so high. According to the finding of the data collection, the researcher identified nine significant reasons that influence early childhood to implement read aloud strategy. Finally, the researcher identify four major reasons that influence early childhood not to implement read aloud strategy. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]