Common Core State Standards (CCSS) were adopted by most states in the United States to improve academic rigor, which in turn is believed to better prepare graduating high school students for college and careers. Yet, it is not as well understood whether CCSS Initiative-aligned instruction potentially better prepares all students, thereby availing college opportunities for more students. This phenomenological study's purpose was to explore the perspectives of first-year college students, college admission advisors, and college academic advisors regarding the effectiveness of CCSS on first-year college students' social and academic college readiness. The research question for this study explored how first-year college students, college admissions advisors, and college academic advisors experienced college readiness. The study involved colleges and universities in the Pacific Northwest. Data were collected through web-based survey questionnaires. The collected data were analyzed by triangulating the coded responses from first-year college students, college admission advisors, and college academic advisors. Results of the data analysis produced six themes surrounding college readiness: The COVID-19 pandemic, first generation college students, CCSS, financial security, academic security, and the balance of social and academic preparedness. This study's findings indicated concerns about academic success expressed by first-year college students, admission advisors, and academic advisors. However, this study's research participants were more concerned about social inhibitors preventing successful college outcomes. [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.]