This research project investigated teacher perceptions, understanding, and instructional practices in one local school district in Louisiana through the lens of the WorkKeys assessment as an indicator of career readiness. Within the school district, 40 secondary teachers in the subject areas of English, mathematics, and science completed a Likert-type survey containing 10 statements and 4 demographic questions that sought to answer 4 research questions. Descriptive statistics and Chi-Square tests of independence were used to analyze data. Results indicated that the teachers had favorable perceptions of the WorkKeys assessment as a valuable tool for high school students and for determining students' career readiness. Findings also revealed that teachers lack understanding regarding the WorkKeys assessment as a tool to enhance wage earnings. Furthermore, the data indicated that most teachers were not well-informed as to what the WorkKeys assessment is and how the WorkKeys assessment is used. Additionally, the data indicated that many of the participants were unsure if what they taught affected their students' results on the WorkKeys assessment. Finally, several participants reflected that their instructional practices did not provide work skills training that would benefit students on their WorkKeys assessment. The results of this research project provided detailed information for a specific school district in Louisiana as teachers and other professional school personnel prepare to implement district-wide programs and supports to promote career readiness as evidenced by the WorkKeys assessment. [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.]