Since the adoption of CCSS by 43 states, there has been growing concern regarding teacher training and preparation of state standards for students with disabilities. Through a better understanding of the kinds of support and training needed for teachers to apply the CCSS, the educational system may offer students with disabilities the experience of high school graduation, and college and career readiness. The focus of this qualitative case study is to explore teacher perceptions of the kinds of support and training they believe are necessary to use CCSS to teach students with disabilities in an urban school district. This study contains concepts such as standard-based reform, implementing the CCSS, and reading and literacy development. Other frameworks that guided this study included No Child Left Behind, Individualized Education Program, Race to the top, Social-Emotional Learning, curriculum integration, and writing standards. Qualitative data were gathered using 10 open-ended questions. The interviews were conducted with 10 regular education teachers who work in the 9th to 12th grades. A qualitative case study used to allow interpretation from data were collected from within a natural environment and location. Data were analyzed using a Microsoft Excel software which include the participants and the number of times they mentioned a word or phrase. The majority of the teachers who participated in the in-depth interviews suggested that professional development that promote higher-order thinking skills, as well as strategies on applying the standards in their lessons for regular and special needs students. During the interviews, teachers also described their experiences of prior training as having minimal to no prior training to apply the standards to their teaching practices for students with disabilities. A few teachers also revealed that they would decide whether to attend training for the standards if the training provided ways to differentiate instruction using the standards. Future researchers will need to determine if findings from data collected from only one high school can be generalized to other populations. Future researchers should also determine if observations of how teachers are applying the standards should be conducted. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]