States and districts across the country have experimented with various college and career readiness initiatives designed to help students complete the postsecondary education they need to succeed in the labor market. Yet how do teachers view their students' likely college capabilities following these efforts? Can the reforms help work-bound students who are unlikely to attend college? Or are there other strategies that educators and school leaders could use to better support these students? We examine these questions using the case of Florida, which is one of the pioneering states to implement a comprehensive, statewide alignment reform geared towards improving college and career readiness. The Florida College and Career Readiness Initiative (FCCRI) required high schools to administer the statewide community college placement test to mid-performing students in their junior year, and those scoring below college-ready were required to take a senior-year "college readiness and success" (CRS) course. We conducted a statewide survey of 225 teachers of CRS courses to learn more about the effectiveness of the reform according to those on the front-line tasked with implementing it. The findings provide insight from Florida's experience that may inform other states about where the reform is most effective, which students are poorly served, and how they might be better helped. [This paper was published in "Phi Delta Kappan" v100 n4 p40-43 2018 (EJ1197908).]