The problem that anchored this study was district leaders' and administrators' lack of clarity regarding teacher concerns about the Common Core State Standards for Mathematics (CCSSM) implementation in high school math. The purposes of the study were to (a) examine the perception of high school math teachers regarding the barriers for successfully implementing the CCSSM, and (b) to elicit recommendations for teacher preparation. Ely's theory of change was utilized to relate the entity of the CCSSM to this new shift in education. To better understand this phenomenon, 2 research questions accompanied this study. The research questions were geared to not only understanding teacher perceptions but also discovering strategies to assist educators with implementing the new CCSSM. Using purposeful sampling, 5 participants participated in this case study; the data collection components were an open-ended survey, interviews, and field notes. Data were analyzed by hand, using inductive reasoning and the process of coding to determine themes. The results indicated that teachers needed to know more about the standards and needed the time to gain this efficacy. Based on the themes of the study, a professional development was chosen to represent the project. Implications for positive social change are to bring awareness to teachers who are implementing the CCSSM in secondary schools, by ensuring teachers articulate consistent conversations with stakeholders, gain a form of self-efficacy, and think not only procedurally but conceptually to implement the standards. Teachers will acquire knowledge and skills to effectively educate students to become thinkers and problem solvers. This outcome will contribute to the development of college and career ready individuals.

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As the majority of the nation has adopted Common Core State Standards for Mathematics (CCSSM), studying parents' resistance to these standards becomes vital in improving parental involvement and support of school mathematics reforms. Using Schoenfeld's (2011) model for decision making as a framework, an online survey and six interviews were conducted. The results of the survey showed that parents' resources related to student experiences and the mathematical methods students are performing are affecting their resistance toward CCSSM. The survey results also showed that parents' orientations related to the difficulty of the standards and politics affects their resistance toward CCSSM. The interview results inform the mathematics education community of what parents view as CCSSM and the goals, orientations, and resources that affect parents' resistance toward CCSSM.

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