Letter recognition ability is a condition where students are able to mention the letter sounds they see, write the letter shapes they hear. One way to help students recognize letters is through the use of flashcards. This study aims to examine the effect of flashcards on the ability to recognize letters in grade 1 elementary school student. This research method uses a single subject research experimental method, A -B- A design. The research data were obtained through a 32-item letter recognition ability test instrument. R-count 0.415618 > r-table 0.4044 means the instrument is valid and α value 0.6044 > 0.6 so that the instrument is declared reliable. The acquisition of this research data through condition length analysis, namely the number of sessions conducted in each phase, the trend of data direction (up, down or flat), stability tendency, namely the amount of data in the upper range and lower range divided by the number of sessions conducted and multiplied by 100%. Data trace (increasing, decreasing or flattening), range (the difference between the highest and lowest scores), and level change, namely the difference between the scores of the last session and the first session. The last analysis carried out is the overlapping data between conditions, namely the number of sessions that are in the range of the upper limit and lower limit of the compared conditions, divided by the number of sessions and multiplied by 100%. The results showed that flashcard media had an effect on improving letter recognition skills in grade 1 elementary school students.