As schools across the U.S. begin to implement Common Core State Standards in
Mathematics (CCSSM), teachers must shift their instructional practices from a traditional
emphasis on procedures and algorithms to a conceptually based model in which students engage
more meaningfully with mathematical concepts. The purpose of this study is to examine
participants’ perspectives about the influence of CCSSM on their instructional practices, and the
challenges they face in effectively implementing these changes. The literature reveals the need
for professional development, standards aligned materials, and ongoing support of teachers in
order for them to make substantial changes to their instructional approach. The study’s sample
group consists of eleven K-8 teachers in a rural Northern California school. In this quantitative
study, participants completed a short survey detailing their instructional shifts, and the challenges
and successes they experienced in moving from procedures and practices to a more conceptually
based instructional approach. Results indicate that participants are making instructional changes
in mathematics; however, they report that their progress is being hampered by lack of quality
professional development and CCSSM aligned curriculum.