The purpose of this study was to examine elementary literacy teachers' perceptions of their preparedness to implement the English Language Arts Common Core State Standards (ELA CCSS). Preparedness was defined as teachers' perceived levels of knowledge of the standards and its components; efficacy to implement changes; and actual changes to their instructional practices. A survey was developed based on the literature and administered to 158 elementary school teachers in two districts. Findings from the study document the nature of their professional development and identify areas where additional development opportunities are necessary. Discussion focuses on the need to provide more time and supports to teachers as they deal with the challenges of the new standards
