A nationally representative survey from the Thomas B. Fordham Institute and RAND Corp. finds that while most K–3 teachers support phonics-focused reading instruction, substantial gaps remain in the professional understanding of evidence-based practice—especially for English learners and students with dyslexia. About one-third of teachers reported blending phonics with cueing, a combination reading experts say can hinder fluency development. The report links better knowledge of best practices to teachers’ participation in professional learning and to states that adopted science-of-reading-aligned licensure tests. The findings emphasize that legislation and licensure exams may improve awareness but don’t automatically translate into consistent classroom execution. For colleges of education and education policy teams, the survey underscores an implementation problem: training and accountability structures influence teacher knowledge, but changing instructional practice remains difficult even when statewide policy aligns with evidence-based reading reforms.