Since well before the release of the National Reading Panel report in 2000, phonemic awareness has been an important topic for reading researchers. However, it is unclear the extent to which commercial materials for phonemic awareness instruction are consistent with that report and subsequent research. In the current study, we investigated the use of commercial kindergarten materials for such instruction in one state and suggest that the most widely used materials have areas of inconsistency with the science of reading. Notably, the commercial materials reviewed here did not take orthographic development into sufficient account. Additionally, the materials did not use letters and did not limit focus to one or two skills. Implications for classroom instruction, teacher education, commercial materials development, and future research are identified.