New research on effective reading instruction has prompted significant shifts in how undergraduate literacy courses are designed, particularly due to the growing body of evidence supporting Science of Reading (SoR) principles. This case study examines how one teacher preparation program redesigned its literacy coursework to help teacher candidates build a strong understanding of foundational reading skills.

Using a mixed-methods design, the study evaluated candidates’ conceptual knowledge of SoR-aligned instructional strategies through interviews conducted prior to student teaching. Data sources included qualitative responses from interviews and quantitative scores assessed using a structured rubric. Participants were teacher candidates enrolled in early childhood and elementary education licensure programs.

Findings showed that candidates' understanding of the five pillars of reading instruction—phonemic awareness, phonics, fluency, vocabulary, and comprehension—improved when SoR concepts were embedded across multiple courses rather than taught in a single reading methods course. However, the study also revealed persistent challenges in applying foundational knowledge to classroom practice and curriculum design.

These results suggest that while integrated coursework can strengthen conceptual understanding, preservice teachers benefit from more consistent, hands-on opportunities to practice SoR-based strategies. The study offers guidance for teacher preparation programs seeking to align coursework, instructional tools, and assessment methods with SoR principles to better support early literacy development in diverse classroom settings.

Keywords: Science of Reading, Literacy, Foundational Skills.