This article examines data from three educator preparation programs in one southern state prior to a new licensure policy requirement for elementary education teachers. Previously, the state required educator preparation programs to offer two 3-hour courses focused on early literacy and a total of fifteen hours in reading and/or language arts methods courses. With a state statute, elementary teachers are required to pass a reading- specific assessment aligned to scientifically-based reading research. The purpose of this study was to examine how preservice candidates perceive their own preparation, as well as to examine these candidates' content knowledge, related to early reading instructional components. This study was conducted prior to the policy change to gather and analyze baseline data. Findings suggest that preservice teachers' perceptions are very different from their knowledge base.