Successful implementation of academic standards depends on teachers' understanding of the intended policy and their interpretation of what the policy means for their instruction (Spillane et al., 2002). This study examines the writing tasks fourth- and fifth- grade teachers understand as being aligned with the CCSS [Common Core State Standards], and how their understanding guides the writing tasks they assign. Results of multidimensional scaling of survey responses and qualitative analysis of interviews suggest that teachers understand the message the CCSS intends differently, particularly with respect to cognitive rigor and the meaning of text-based writing. PD should attend to teachers' varied conceptions of writing policy in trying to improve practice and should specifically address the substantive features of the policy that teachers have difficulty implementing.