Although standards-based IEP goals have been mandated in many states for almost a decade, their effectiveness is unknown. Standards-based IEP goals were first created to meet the requirements of No Child Left Behind and Individuals with Disabilities Education Improvement Act, which increased accountability for all students as well as those with disabilities, while providing targets for state standardized test scores and ensuring access to, and progress in, the general education curriculum for students with disabilities. Factors, such as teacher training, collaboration, and accountability may influence teachers’ perceptions of aligning IEP goals to grade level expectations. Using a survey, this study examined teachers’ perceptions of the efficacy of standards-based IEP goals. One hundred prekindergarten and kindergarten female teachers responded to the survey. Calculations from a linear regression indicated that a relationship existed between the usage of standards-based goals and curriculum-based measures. Results also indicated that teachers may choose to ignore standards-based IEP goals at times to focus on individual students’ needs. Overall, teachers reported that they wrote or gave input into the development of IEPs. However, not all teachers recognized the benefits of students with disabilities in general education classrooms, despite indicating that accommodations and modifications were generally defined. Future research suggestions include investigating perceptions regarding standards-based IEP goals in terms of type of disability of the student. Additionally, a review of personnel preparation programs could provide additional information about the training that teachers receive regarding standards-based IEP goals.