The purpose of this qualitative case study was to explore elementary school teachers' perceptions of their level of confidence and preparation for implementing Common Core State Standards in Alabama. The researcher used NVivo to identify common themes among the responses of the participants. The results of this study indicated five major themes: general feelings towards CCSS, awareness of CCSS, preparation for CCSS, implementation of CCSS, and teachers' envision of CCSS in the future. The results of this study suggested that teachers are not confident in their ability to effectively implement CCSS within their classroom. Subthemes suggested the lack of confidence was influenced by a lack of understand of the expectations of the standards. Finally, the results of this study implied teachers attributed their lack of preparation to the lack of resources and the lack of training. Professional developments allow teachers to obtain more information about the implementation process and collaborate with one another about their understanding of the standards. Based of the findings of this study, providing teachers with appropriate training and resources not only boost their level of confidence during a transition, but also equip them with the resources needed to deliver the most effective instruction within their classroom. However, the results only represent a small sample of teachers within a district in Alabama and cannot be generalized. Future research is recommended to conduct the same research using secondary teachers, rather than elementary teachers. The additional research should apply Bandura's theory to confirm findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]