This article examines the issues of how Common Core State Standards (CCSS) will impact adaptive teaching. It focuses on 2 of the major differences between conventional standards and CCSS: the increased complexity of text and the addition of disciplinary literacy standards to reading instruction. The article argues that adaptive teaching under CCSS requires adaptations of teachers, as well as adaptation to student responses. These phenomena are particularly critical when using texts of higher complexity and when teaching reading in different disciplines.