<p>Reading proficiency is a fundamental skill that underpins academic success and lifelong learning. However, despite its importance, literacy gaps persist among students in lower primary classrooms in Fiji, particularly reflected in their early reading outcomes and the varied quality of Phonics instruction that supports these outcomes. These gaps arise not only from students’ developing Phonics and decoding abilities but also from differences in teachers’ knowledge, confidence, and implementation of Phonics approaches in the classroom. This mixed-methods study investigated the perspectives of lower-primary school teachers on Phonics instruction and explored effective pedagogical strategies to enhance literacy skills among young learners. Data were collected from 36 in-service lower-primary teachers pursuing a postgraduate diploma in education using a questionnaire that comprised both closed- and open-ended items. Quantitative data were analysed using descriptive statistics (frequencies and percentages), while qualitative responses were examined using thematic analysis. The findings indicate that teachers strongly value Phonics instruction, recognising its essential role in developing foundational reading, spelling, and writing skills. However, challenges persist, including limited familiarity with diverse Phonics approaches, uneven availability of instructional resources, and evolving language dynamics influenced by the increasing use of digital media. This study emphasises the importance of ongoing professional development, context-sensitive teaching strategies, and systemic support for improving Phonics instruction in multilingual, resource-constrained settings. Additionally, while teacher experience contributes to classroom effectiveness, structured and continuous training is necessary to sustain high-quality literacy teaching.</p>