This study reports on a critical review of the language demands contained in the Common Core State Standards for English language arts (CCSS-ELA) with the aim of deriving important implications for the instruction of English language learners. The language demands of the CCSS-ELA were compared with those of existing English language arts (ELA) and English language proficiency (ELP) standards from 3 states at Grade 8. After deriving a language skill coding scheme from the CCSS-ELA, the 3 states' standards documents were analyzed and compared to the CCSS-ELA in order to identify similarities and differences in the language skills and tasks represented across the standards documents. In addition, interviews were conducted with a small group of middle-school teachers to examine their interpretations of the CCSS-ELA along with their perceptions of the rigor of the standards for ELL students. The findings of the standards analyses and teacher interviews are discussed with respect to their implications for identifying important skills for ELL students to acquire in order to meet the performance descriptions in the CCSS-ELA. Implications for the effective implementation of the CCSS for ELL instruction are also discussed.