This study gathered information from practitioners on their perspectives of experiences implementing the North Carolina Kindergarten Entry Assessment (NC KEA). Initially, practitioners were invited to complete an online survey asking them to rate or provide information about several aspects related to implementing the assessment process. In total, 385 practitioners completed the online survey. The survey was made up of open-ended questions and four-point Likert items (strongly disagree to strongly agree). At the end of the survey respondents could notify the research team of their interest in participating in a follow-up telephone interview. Out of 63 practitioners indicating interest in completing interviews, a final group of 15 interviews were conducted to provide a more in depth understanding of NC KEA experiences. The telephone interviews were conducted during late June to early July 2020. Teachers mentioned the importance of, and context for, using data from the NC KEA in Professional Learning Communities (PLC), with lead teachers, and on grade level teams. Several kindergarten teachers interviewed in the study indicated experiences with time constraints and difficulty managing several assessments simultaneously at the start of the school year. While some interview participants mentioned their appreciation for the NC KEA's whole-child approach to assessment, many teachers expressed concerns over the lack of alignment with other assessments or the redundancy of some kindergarten assessments. It is important to note that many of the responses from interview participants signaled misunderstandings or misuses of the NC KEA as a formative assessment process.