Phonological and phonemic awareness are foundational skills in reading development. This explanatory mixed methods study explored primary teachers' beliefs and knowledge of phonological awareness and their perceptions of Heggerty, a phonological and phonemic awareness curriculum. Analysis of quantitative and qualitative data from surveys and interviews captured the knowledge and perspectives of ten kindergarten through second grade teachers. Findings indicated that, in general, the participants in the study demonstrated high levels of phonological awareness knowledge in the areas of phonological ability, phonological awareness content knowledge, and pedagogical knowledge when compared to district averages and results from a study that previously used the survey. Participants also had collective beliefs about the importance phonological awareness skills, the use of explicit instruction, and the need for teacher knowledge in this area. They also expressed an overall positive perception of Heggerty. Additionally, these knowledgeable teachers who believed in the central role phonological awareness plays in literacy development modified and utilized Heggerty in a way that was driven by student learning and their needs. [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.]