Abstract
This action research study examines the experiences of 77 preservice teachers (PSTs) in an early literacy course with integrated fieldwork. Through Phonics Bridge Kits, PSTs engaged in evidence-based instruction focused on grapheme-phoneme relationships, phoneme segmentation, and decoding—foundational skills for orthographic mapping and sight word acquisition. The study highlights how hands-on materials, structured mini-lessons, and real-world teaching opportunities strengthened PSTs' confidence and instructional readiness. Findings support the need for teacher preparation programs to integrate explicit phonics instruction with field-based application to enhance candidates' ability to implement the science of reading in authentic classroom settings.