This qualitative research project examined the effects and outcomes of using computer-assisted instruction (CAI) to facilitate phonological awareness in students who have speech-language impairments. A review of the literature revealed that phonological awareness is a reliable predictor of future reading success and that a planned method of phonological awareness training can prevent reading failure. Furthermore, the literature supplied convincing evidence that CAI can enhance reading instruction to promote increased achievement, especially in at-risk populations. Ten kindergarten students who met Georgia eligibility for the SI program and received speech-impaired resource for one hour per week participated in this study. These students worked for approximately two days a week interacting with the rhyming, blending, and segmentation components of an interactive phonological awareness software program. Pre- and posttests were administered to measure changes in phonological awareness. Students were observed throughout the project and interviewed upon completion of four weeks of program use. The speech-language pathologists in the school district indicated in a survey that the majority uses the program weekly or monthly. Based upon observations, test data, and interviews, the rhyming, segmentation, and blending ability of students appeared to improve as a result of the intervention; however, due to the single-group, pre and posttest design of this study, caution should be used in interpreting these results. The results of this action research were communicated through a learning community celebration. The stakeholders stated that they would like to purchase the program for their classroom use for the 2003-2004 school year.