The integration of the Common Core State Standards (CCSS) into America's schools has radically changed education, especially among students with learning disabilities. The implementation of the common core questions the policy-making context as well as the institutional variables of social justice and equity for students with disabilities. Research shows that how teachers implement a policy is influenced by their perceptions of that policy. Therefore, a wide acceptance and successful implementation of the Common Core State Standards in Mathematics (CCSSM) would depend largely on those charged with direct implementation, the classroom teacher. This exploratory survey research study examined the influence of elementary teachers' perceptions in the implementation of standards-based reform policy. This study examined third through fifth grade mathematics teachers' a) perceptions of mathematics standards and the CCSSM, b) perceptions of the implementation of the CCSSM in teaching students with learning disabilities, and c) potential barriers to CSSM implementation. Descriptive statistics was used in the quantitative analysis of the data to explore and describe the variables within the study. The results of the analysis indicated favorable perception among teachers of the goals and expectations of the CCSSM. Additionally, teachers found professional learning opportunities to be the most helpful factor in implementing the CCSS in mathematics, while administrator support appeared to be the least helpful factor in implementing the CCSS in mathematics. [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.]