The current study examined the effectiveness of a novel method of delivering classwide literacy instruction in preschool. The need to improve preschool instruction with evidenced based techniques, especially around literacy instruction is warranted. Four preschool classrooms were involved in the study for a total of 95 students and 4 teachers. Data was collected using AIMSweb Letter Naming Fluency (LNF), AIMSweb Letter Sound Fluency (LSF), and a researcher-created accuracy probe. The classwide matching to sample instruction occurred four days a week for 3-6 minutes. It was implemented during opening circle time. Each session consisted of 1 letter that involved a series of steps that were completed within the matching to sample instructional technique. There were two matching to sample instructions delivered in a week: letter naming and letter sound. Each session consisted of a stimulus being presented with three comparative stimuli, a stimulus being paired with a verbal word, or a stimulus being paired with a verbal sound. Overall, A = print, B = picture, C = letter name, and D = letter sound. Results from the current study provide preliminary support for matching-to sample instruction to be used to improve letter name and sound acquisition, letter naming fluency, and letter sound fluency with preschool students. The current study highlights the effectiveness using scaffolding techniques, frequent practice opportunities, visual aids, and specific feedback when activating prior knowledge to teach an academic skill. [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.]