For many years, it is believed that teaching phoneme awareness and phonics to children with hearing impairement has seemed illogical and a poor use of valuable instruction to many teachers. Yet it is found to be so important in speech development that children without these skills are at great disadvantage in learning to speak. This single subject experimental study aimed to determine the effectiveness of phonics instruction to improved the phoneme awarenss of a young adult with hearing impairment. It was guided by these specific objectives: (1) to ascertain the level of phoneme awareness of the participant before and after conducting visual phonics instruction: (2) to determine the significant difference between the phoneme awarenss of the participant before and after the intervention : (3) to identify if there is any improvement int he self esteem of the participant before and after intervention. A mixed methods approach was utilized. Quantitative elements involved measurement of the participant's level of phoneme awreness, its significant difference before and after the intervention, and the level of self esteem. The quantitative measurements employed were the interview to the participants to substantiate the data collected from the self esteem scale. Then, the interviews were interpreted and analyzed by themes. Findings of the study indicate that visual phonics is an effective approach in improving the phoneme awareness of a young adult with hearing impairment. Continuous intervention using this tool can highten the possibility that the young adult with hearing impairment be fully aware of the differences of every phoneme. The level of phoneme awareness of the participant befor and after the intervention also showed a significant difference. Moreover, the participant manifested a flaunting improvement in her self esteem after the intervention where her knowledge on phonemes enabled her to become more confident in communicating with typical persons.