The Common Core State Standards (CCSS; National Governors Association [NGA] Center for Best Practices & Council of Chief State School Officers [CCSSO], 2010) are "hot," and authors Douglas Fisher and Nancy Frey think that is the way they should be. In this article they explain why they think that it is worth the time to focus on the new standards and how that focus should be shifting from knowing the standards to enacting them. Although they acknowledge that the development of the standards might have been handled a bit more democratically and that a few more literacy educators and experts might have been invited to participate in the development of the standards, Fisher and Frey recognize that the standards were in draft form and many people, including the two of them participated in providing feedback on the structure and contents of the standards. The authors write here that one of their reasons for suggesting the standards to be worthy of attention relates to the expectations the standards establish for students. The authors also note that they have met and taught scores of students who read more and better because the teacher expected it. They recognize that the rigorous expectations alone found within the CCSS do not offer a cure for less proficient readers, however the gap highlighted by the standards provides an opportunity for teachers and researchers to identify new ways to engage students in literacy learning. The authors believe that in all likelihood high stakes testing will continue to gain attention because everyone wants to know how these new expectations are going to be measured. Beyond that they hope that the profession will turn to more effective lesson design. They see renewed interest in literacy instruction strategies and comprehensive literacy efforts. The authors' answer the question of what it will take for teachers to transition from passive literacy learning to active learning strategies by saying it will take trust, lesson design, time, and coaching. It all begins with expectations.