Due to the steady growth of Montessori in the public sector over the past 20 years, the question of whether authentic Montessori can be implemented in public schools is often raised. To try to shed light on this question, in 2011, the authors began a research study of more than 315 South Carolina public school classrooms (with approximately 7,500 students). Despite the challenges of implementing in the public arena, they discovered that the majority of Montessori public school programs in South Carolina were implementing Montessori with either high or midlevel authenticity. Overall findings were very positive when examining academic and behavioral outcomes of Montessori students as compared to their traditional counterparts. In addition, survey data revealed that the vast majority of South Carolina's public school Montessori teachers are very satisfied with their jobs and plan to continue in their roles as teachers, a situation very different from national statistics that consistently indicate low levels of teacher job satisfaction and retention. In this article, the authors discuss the barriers to implementation of Montessori in public schools that emerged from the study. Each barrier is followed by a discussion of actionable items and recommendations for addressing these barriers.