The implementation of Common Core State Standards raises challenges for teachers, particularly those in urban settings and those who work with students with unique learning challenges, particularly students with disabilities. This article provides the results of a study that surveyed special education teachers' perspectives related to the implementation of the new state standards in one large urban school district. Analysis of both closed and open-ended survey responses yields information about teachers' experiences, perceptions, challenges, and perceived support needs for successful implementation of state standards with this unique population.