The purpose of this study was to examine teachers' perceptions of curricular change and how teachers in one high school in the southwestern United States viewed the potential effects of the implementation of Common Core State Standards. Surveys, focus group sessions, one-on-one interviews, and various observational techniques were used to ascertain teacher perceptions. Teachers reported confidence in their abilities to challenge students, to provide alternative explanations and examples, to adjust their lessons based on student need, and to use a variety of instructional strategies and assessments. However, perceptions of self-efficacy dropped significantly and varying levels of anxiety emerged when faced with actual performance-based tasks from the Common Core.

The study found few initiatives were being utilized during the initial transition phase to help prepare teachers for an impending fundamental educational reform, yet teachers had great faith that administrators would eventually provide substantive professional development. When asked to design optimal professional development, teachers articulated a preference for practical, relevant, specific, peer-initiated, intellectually-stimulating experiences. Implications for the study include the need to provide timely, focused, thorough professional development during critical incubative periods.