Research findings show that deaf learners who read at or below the fourth-grade reading level may lack phonological processing, which include the ability to decode phonetically spelled English words. The purpose of this case study was to determine how severely profound deaf adults will respond to instruction in CS in terms of their initial reactions to CS. In terms of their initial reactions to CS, their perceptions of the instruction, their CS learning in decoding phonetically spelled English words, and their summary reflections to the instruction. To accomplish the phenomena of the study, a purposive sample of four severely to profoundly deaf adults who have never learned CS were selected to participate in the study. The conceptual framework behind the study included bottom-up reading process, the top-down reading process and the interactive reading model which discussed the graphemic and phonetic representations of sound, text based information to form words, and decoding and comprehension throughout the reading process. The data collected from the study suggested that five major themes were critical in understanding the phenomenon of the study: language and identity, role of the CS instructor during the CS instruction, the participants’ ability to acquire and understand the role of CS, and the participants’ positive outlook on CS.