Prior studies portray support for the Common Core in California (Finkelstein et al. 2018; Jochim and Lavery 2015) as well as support for other significant reforms, like the change in California's school finance system (Koppich and Humphrey 2018). Along with enthusiasm for California's policy changes over the past decade have come calls to "stay the course" to enable the current changes to make their way into practice. How are the frontlines of instructional practice experiencing the current terrain? Do the frontlines share this view that strides are being made? This report focuses on several key questions: (1) What are California teachers' perceptions of the core elements of instructional practice--standards, curriculum, instructional materials, professional learning opportunities--in the Common Core Era?; (2) What are the resources that California teachers use in instruction and the sources of such resources?; (3) What are teachers' perceptions and experience of managing various manifestations of educational disparities as they engage with the Common Core initiative?; and (4) What are opportunities to learn as California moves forward with state policy alignment? The authors focus primarily on teachers' perspectives to address these questions, but they also include insights from California superintendents and state and regional leaders. They also strive to focus on some of the key elements of instruction--standards, curriculum, frameworks, materials, and professional development.