Using various strategies, the City University of New York--a large, public, urban university system--engaged hundreds of faculty across 15 colleges in integrating the Common Core state standards (CCSS) in college coursework. Against the backdrop of a dynamic political climate, this CCSS initiative is described along with findings from a descriptive, mixed-methods evaluation study that examined changes in teacher preparation programs and faculty. Data sources consisted of reports, curricular artifacts, and a faculty survey. Recommendations for and challenges of implementing K-12 education reforms within college teacher preparation programs are discussed.