This study examines the perceptions of kindergarten (KG) teachers in Jordan about the importance of using a reading pictures strategy and the barriers to doing so. A descriptive design was employed and 192 teachers were surveyed to rank their perceptions. The results showed that teachers perceived a moderate level of importance about using reading pictures and almost a quarter indicated a low level of importance. There was no significant effect of specialisation, while there was a significant effect of qualification and years of experience. The results also revealed that using a reading pictures strategy is currently constrained by different factors including low parental involvement and lack of administration interest. A number of recommendations are presented for enhancing teachers’ perceptions regarding a reading pictures strategy and combating constraints.