This paper reviews the literature on letter naming and conducts an action research to determine the value of focusing instruction on lower case letters for kindergarten students. The traditional practice of teaching letter names to kindergarten students involved teaching both letter forms, upper and lower case, concurrently or upper case first. The following questions are addressed: I. What letters can children identify, by name, at the beginning of kindergarten? 2. Will the recognition of lower case letters transfer to upper case letters naturally or is specific instruction required? 3. Which lower case letters are the easiest to learn, and which lower case letters are the hardest to learn? 4. Do students experience more (or less) difficulty in writing lower case letters? A morning kindergarten class participated in the study. Students were given a pretest on their letter naming knowledge and for a ten week period students focused on lower case letter recognition. The classroom environment was designed to make lower case letters more readily accessible and visible to students. A post test was given at the end of the study and the results were compared with the pretest
