This study aimed to determine whether or not early childhood educators were able to successfully place the sequence of phonological awareness into its correct order of development. With this knowledge base, early detection may be established and children with phonological delays will receive proper assistance, provided by the classroom teacher or speech-language pathologist. With early intervention, children will have a better chance of obtaining the intervention help they need to prevent future reading disorder/delays. The study performed was a non-experimental mixed-methods cross-sectional survey research design, where the participants were assed based on their performance on the survey. The survey was distributed to 10 early childhood educators including both teachers and teacher's aides. This study did not result in statistically significant data given the limited amount of participants involved in this study. However, the results did show an impediment in the extent to which early childhood educators are taught phonological awareness.