Phonological awareness is perceived as one of the key building blocks of the development of emerging reading skill. To date, little is known about how phonological awareness instructions can be implemented effectively in EFL classrooms. In Jordan, studies revealed that young readers struggle with English reading development, which represents a challenge to EFL teachers. Therefore, this study aims at investigating the perception of Jordanian EFL teachers of the knowledge of phonological awareness levels at emerging readers’ stage and identifying the factors that affect teachers’ perception. A cross-sectional questionnaire was used and distributed to a sample of 73 participants at primary private schools in Jordan. Descriptive statistics, independent sample paired t-test and one-way ANOVA were used to analyse the data. The findings revealed a misinterpretation regarding the concepts of phonological awareness and phonics among EFL teachers. The results further revealed that EFL teachers’ perception of phonological awareness was not mediated by their academic qualifications, teaching experience, gender, or age. The findings will be interpreted and discussed, and their pedagogical implications will be finally highlighted.