The problem addressed in this qualitative case study was elementary school teachers often do not receive the professional development in phonemic awareness and instructional strategies necessary to increase reading skills among students diagnosed with dyslexia. The purpose of this qualitative case study was to explore elementary school teachers' perspectives regarding the professional development training they need to implement phonemic awareness instructional strategies to increase reading skills among elementary students diagnosed with dyslexia. Alfred Bandura's (1977) theory of self-efficacy underpinned this study as it focuses on how one's beliefs in their own abilities impact their behaviors. Ten elementary public school teachers participated in the semi-structured interviews and focus group discussion. The research questions guiding this study were (a) What are elementary school teachers' perceptions concerning their professional development training to implement phonemic awareness instructional strategies for students diagnosed with dyslexia? (b) What resources and support structures do elementary school teachers' perceive are needed to increase their confidence in successfully implementing phonemic awareness instructional strategies for students diagnosed with dyslexia? Collected data were analyzed using a thematic analysis approach and NVivo software. Themes indicated that participants perceived a lack of quality professional development which lowered their self-confidence in addressing struggling readers. Recommendations for practice include state, district and local support in providing teachers with quality ongoing training in teaching reading, and increase knowledge of dyslexia in higher education teaching programs. Recommendations for future research include additional qualitative research using different parameters, and quantitative approach to expand on current findings. [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.]