The Common Core State Standards (CCSS) have been described as the next chapter in American education with the promise to deliver "fewer, clearer, and higher" standards aimed at preparing "all" students for college "and" career (Rothman, 2013). Though CCSS articulates minimum expectations for what college and career-ready students should know and be able to do in the 21st century, it is beyond the scope of the standards to identify specific interventions and supports needed for students who are performing below grade-level expectations (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). In preparation for CCSS implementation for students with disabilities, practices such as aligning Individualized Education Program (IEP) goals to CCSS, implementing Universal Design for Learning (UDL), and utilizing evidence-based practices in English language arts (ELA) and mathematics have been advised by experts in the field (Graham & Harris, 2013; McLaughlin, 2012; Powell, Fuchs, & Fuchs, 2013; Rose, Meyer, & Gordon, 2014). This study investigates recommendations for CCSS and special education proposed in the research and those proposed by field-based sources to analyze the presence of or lack of alignment between recommended practices. Findings have implications for preservice teacher education and in-service teacher professional development (PD).