Reading is viewed as an active process by which readers dynamically interact with the text. However, achieving early reading fluency in English language requires that pupils know the relationship between sounds and letter symbols. This can be achieved through the use of phonics. But a significant proportion of primary school children have different issues which emanate from their inability to read. This poor achievement in reading may be attributed to many factors but in this study it is being traced to teachers’ knowledge, belief and practice of the phonics approach in teaching reading to early learners in Western Nigeria. 
The study employs the use of multiple case-study design of the qualitative research approach. Multi-stage sampling procedure is adopted. Purposive sampling technique was used to select Zone IV of the Oyo Central Senatorial District: one of the three senatorial districts within Oyo State. Random sampling was used to select six (6) primary schools in three (3) Local Government Areas. This implies that Three (3) primary school teachers in rural areas and Three (3) primary school teachers located in urban areas were sampled. The Data collection methods employed in the study to gather data for the research objectives and research questions include the use of Interview, Classroom Observation, Document Analysis of lesson plan, and teaching materials. Interview schedule, Classroom observation protocol and Teachers knowledge test were the research instruments used.
The study found out that English teachers believe that phonics approach in teaching reading appropriate. They also believe that Cue cards and other visual aids help the understanding of correct pronunciation of words, and that teaching reading to primary school learners through the phonics approach improves pupils’ fluency. Findings herein have also shown that despite the positive nature of teachers believe in teaching reading, their actual knowledge and practices betray their beliefs. Although there is a slim connection between what the teachers know and what they demonstrate in class, the teachers do not have adequate knowledge of sounds in words and therefore could not effectively teach the children on identifying sounds in words in the class room. The teachers considered inadequate teaching aids and equipment and little or no training on phonics as the contextual factors influencing their practices in implementing the phonics approach when teaching reading.
It was concluded that teachers stated believes does not match their knowledge and practices of teaching reading through the phonics approach. Therefore, it was recommended that Year one primary school teachers should be specifically trained on the phonics approach to teach reading. Primary school teachers should be trained and motivated to improvise materials and aids to teach reading to children.