Little evidence exists on how best to support children's alphabet knowledge, which is a foundational early literacy skill. In this study, I investigated the impact of multisensory alphabet instruction on the alphabet learning of English monolingual and emergent bilingual (EB) children aged 3:5 to 5 years old. My primary aim was to examine whether multisensory alphabet instruction would improve young children's lowercase letter-name and letter-sound knowledge compared to non-multisensory alphabet instruction. One of my two secondary aims was to investigate whether children's language status, either EB or not EB, moderated the impact of multisensory alphabet instruction. For my other secondary aim, I examined whether the effects of instruction on lowercase letter learning were moderated by having knowledge of uppercase letters. I utilize an experimental, within- and between-subjects, pretest-posttest study design to address these aims. Thirty-six children were enrolled in the study and received 1:1 alphabet instruction on two sets of four letters, either using a multisensory or non-multisensory approach, with a final set of four letters serving as a control. Findings have shown that young children benefited from explicit and systematic alphabet instruction, whether multisensory or non-multisensory, in terms of improving their lowercase letter knowledge. EB and English monolingual children experienced a similar benefit from alphabet instruction, perhaps because they have similar background, including SES and language and literacy exposure. Children in general were more likely to know lowercase letters if they knew the corresponding uppercase letters. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]