This study examined High School Geometry standards from recent individual states' and the Common Core Standards (CCSSM) featuring reasoning and proof. We examined specificity of content and use of proof or reasoning as a process in the language of standards. Results indicated standards with proof as its primary process are more likely to have higher specificity of content, and vice versa. Further, the CCSSM were found to have higher content specificity and more consistent use of proof as a primary process than the vast majority of states' standards. [For the complete proceedings, see ED585874.]