This study explored teachers' perceptions of implementing personalized learning in several urban elementary school classrooms. Additionally, this study examined teachers' readiness for change through the lens of Ely's (1990) Eight Conditions of Change Model. The study participants included five elementary school teachers and the school principal. Teachers in this study utilized a comprehensive framework for personalized learning developed by a regional educational service agency. The research methodology utilized in this study was phenomenological. Classroom observations were conducted to check the fidelity of the implementation and to collect data. Two rounds of interviews were also completed with each study participant to collect data about their implementation of personalized learning and their own readiness for change. After analyzing interview data using constant comparison analysis, the results suggested that teachers perceived their implementation of personalized learning was related to three themes, which included student benefits and ownership, ongoing professional development and staff readiness, and district infrastructure and system barriers. While teachers felt they had the resources needed to implement personalized learning and were empowered to make decisions about the implementation process, additional analysis revealed that being dissatisfied with the status quo was not a condition for changing to personalized learning. Furthermore, it was found that teachers did not feel they had sufficient knowledge and skills to implement the approach. Based on these findings, several implications for leadership, learning, and service were discussed. Recommendations for improved implementation of systems of personalized learning included reallocation of resources to support more focused professional development and a prioritization on relationships and roles. [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.]