This action research was driven by the researcher’s interest in multisensory instructional techniques and the effect it can have on kindergarten students’ letter sound knowledge to aid in strengthening pre-reading skills. The researcher compared results of a control (traditional learning) group versus a treatment (multisensory learning) group of eight at-risk students while monitoring progress weekly using FastBridge earlyReading letter sound subtest. The research was conducted to analyze the effectiveness of multisensory instruction within small group learning. The researcher used a four-way factorial design test to analyze the control and the treatment group’s pre- and post-test scores in letter sound fluency. During the week prior to the intervention, baseline data was collected for each students’ ability to state 100 randomly assorted letter sounds in one-minute. The next four weeks consisted of traditional phonics instruction for the control group and multisensory phonics instruction for the treatment group. To finish the study, letter sound data was collected in the same format as prior to the intervention. The findings revealed students in the treatment group had significantly higher letter sound growth than those in the control group. This research was conducted to impact future classroom practices as well as school-wide decisions when choosing instructional practices pertaining to small-group phonics instructional interventions.