Alphabet-boards are commonplace in lower grade classrooms in elementary-schools. If designed correctly, alphabet-boards can help internalize letters into memory. The purpose of this study was to examine alphabet-board characteristics that should be considered by teachers for providing a clear, readable, and applicable pedagogical tool. The research is a mixed qualitative and quantitative study. The former provides a definition of alphabet-board readability characteristics and a scale for analyzing this readability. The latter provides a readability evaluation using a survey (n=399) and statistical analyses. This article provides practical recommendations for implementation of clear and effective alphabet-board pedagogy.