This qualitative study used cognitive dissonance theory as a lens to examine the experience of elementary teachers and administrators implementing policy mandates and its potential impact on their beliefs. Additionally, this study sought to identify barriers and supports to implement educational policy mandates. The primary objectives of the study were: (1) to highlight educational policy evolution to the Ohio Improvement Process; (2) to give insight on the impact of policy mandates on teacher and administrator beliefs; (3) to give practitioners in priority schools an opportunity to share their experience implementing the mandates of the Ohio Improvement Process. Semi-structured individual interviews were conducted to collect the data. The sample is comprised of seven elementary educators from the same urban school district. All seven participants had worked in a priority school for a minimum of three years at the time of this study. Of the seven participants, three were principals, two were classroom teachers, one was an instructional coach, and one was a special education teacher when this study was conducted. What priority schools have in common, policy impact on the work, and what policy mandates miss were the three major themes that emerged from this student. Recommendations for policy makers, principals, and teachers was discussed. [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.]