Reading proficiently opens doors to college and career pathways. The success of children depends on this fundamental skill, yet students are failing to learn to read. This research investigated the relationship between teacher knowledge of phonemic awareness and the development of early literacy skills in kindergarten students. The study was conducted in a suburban school district of more than 20,000 students. This study sought to identify a kindergarten teacher profile linked to positive student achievement growth in phonemic awareness. The participants included 1,258 kindergarten students and 57 classroom teachers from 21 different elementary schools. Participants ranged between 5- and 7-years old who attended full-time kindergarten classes. Kindergarten student data was collected from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next Edition, 2011) assessment. Kindergarten classroom teachers were assessed on their knowledge of phonemic awareness. Teacher demographic data, student growth scores, and results on the kindergarten teacher knowledge assessment were used to create teacher profiles associated with positive student achievement growth in their corresponding classroom. The results of the study demonstrated no clear kindergarten teacher profile correlated to student performance on the phonemic awareness measure. Findings may be useful when identifying effective instructional materials for teaching phonemic awareness to kindergarten students. A possible explanation for increased levels of student achievement may be the degree to which the kindergarten teacher utilized the provided phonemic awareness instructional materials. Recommendations for future studies would be investigation into the relationship between the use of phonemic awareness instructional materials with fidelity and kindergarten student achievement.