The purpose of this qualitative case study was to explore teachers' knowledge and professional opinions concerning state policy changes for college and workplace preparation, state curricula requirements and standards, student tracking, graduation rates, and the implication these elements have in the mathematics classroom. A qualitative multiple case study design was employed with a purposeful sample of Algebra 2 teachers from 2 high schools in one school district. Teacher empowerment theory served as the conceptual framework. The guiding research questions focused on describing the knowledge and professional opinions of the participants regarding current policy changes in mathematics. Data were collected from 2 focus groups, an online questionnaire, and individual interviews. Data were coded using predetermined codes based on policy content and were concurrently analyzed using Hatch's typological and interpretive methods within and across cases. Findings showed that teachers were knowledgeable of and dissatisfied with the current mathematics policy changes. They offered suggestions to improve college and workplace math preparation and for alternative paths for graduation and tracking math courses. It is recommended that policy makers and local administrators solicit input from teachers in curriculum processes. Implications for positive social change include empowerment of teachers as partners in the decision-making process at the district and state levels to enhance their work environment and promote student success in mathematics. [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.]