The purpose of this qualitative inquiry was to determine how the viewing of phonemic awareness video clips impacted teachers' metacognitive processes related to the instruction of phonemic awareness. This study examined the background knowledge of phonemic awareness that the teachers brought to their instruction of phonemic awareness. The impact on collaboration and reflection after viewing the phonemic awareness video clips was also explored. It was determined that the participants became critical analyzers of phonemic awareness instruction through collaboration and reflection after viewing the phonemic awareness video clips. Critical reflection of learning how to teach phonemic awareness brought new insights to the participants relating how to teach phonemic awareness effectively. The participants became metacognitive of their current methods of teaching phonemic awareness and future techniques that may be implemented in their classrooms. Phonemic awareness video clips as a professional development teaching tool encouraged teachers of reading to think critically, reflect thoughtfully and share professional dialogue related to the teaching of phonemic awareness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]