In Turkey, the Ministry of National Education (MONE) changed the reading instruction method in elementary schools from whole language approach to phonics emphasis in 2005. Accordingly, the purpose of this study was to examine the impacts of phonics method on reading acquisition in a Turkish sample; to understand what elementary school teachers think and how they practice phonics emphasis method in educational settings and to inquire problems these teachers face with while implementing this new technique. The data were gathered through in-depth interviews from three first grade public elementary teachers in one elementary school and analyzed by using case study techniques. Implications were discussed and recommendations were made for future studies.