This scoping review examines studies on the instruction of early literacy practices to pre-service teachers in teacher education programs. The research questions for this scoping review are: a) What are the major themes in the literature surrounding instructional strategies for early literacy in Bachelor of Education programs? and b) Are there any gaps in the existing literature? Six major education databases were systematically searched, which resulted in 16 articles. After conducting a thematic analysis of these articles, three themes were identified in the literature: B.Ed. program have needs that should be addressed, there are gaps in knowledge and content, and perceptions of pre-service teachers. An unexpected theme appeared during the exclusion process, which was the lack of studies on what pre-service teachers learn in B.Ed. programs regarding early literacy practices, and the high number of articles which study pre-service teacher’s perceptions, opinions, feelings, and beliefs about what they learn in B.Ed. programs, regarding early literacy practices. This demonstrates a gap in the literature and the need for further research on early literacy instruction in B.Ed. programs.