The Partnership for Readiness for College and Careers (PARCC) and the National Governor's Association formed a coalition to present common standards for all grade levels across all states (PARCC, 2012). Louisiana was one of the initial state participants who agreed to create a specific timeline for implementation. The purpose of this study was to determine whether or not fidelity was maintained in implementation; which, if any, components of implementation were perceived to be beneficial; and whether or not the participants' perception toward the Common Core State Standards was indicative of success (National Governor's Association, 2010). The research in this study was conducted through an explanatory multiple-case evaluability assessment designed by Wholey, Hatry, & Newcomer (2010) and further enhanced by Rossi, Lipsey, & Freeman (2004). Educators and administrative personnel throughout Louisiana were contacted through a blind email solicitation as an invitation to participate via an email survey. In addition, State Department of Education employees were contacted for their responses. Seven out of a possible 65 parishes responded with letters of support and followed with survey participation. The majority of those responding were from southwestern Louisiana. Fidelity in implementation, or the consistency and accuracy in which the methods of implementation are duplicated, comes from commonly placed processes, fund sources, and expectations (Wholey et al., 2010). The purpose behind this evaluability assessment was to gain a deeper understanding for the implementation processes, to garner shareholder perceptions, to suggest areas which could be strengthened through changes in processes, and, in turn, provide improvement for the continued implementation of the Common Core State Standards. The responses from the 97 educators and 39 administrators identified a lack of fidelity in the methods of implementation, professional development and further proposed that the Common Core State Standards would not succeed. The report that follows indicates several missed opportunities, afforded to the state and districts, which would have strengthened the implementation efforts and achieved the goal of a united utilization of nationally accepted teaching standards. [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.]