The recent push for college readiness meant to address inequities in college access and degree attainment created charter school reforms claiming to ensure students are college ready. Yet, despite reforms and a push for college readiness across the K-12 system, there has been little change in college degree completion. Research attempting to understand college readiness left out the voices of those directly involved in this preparation. Therefore, this study examined perceptions of the college readiness phenomenon by administrators and teachers within one New York City Charter School in Fall of 2022. The research sought to define the school's mission of college readiness and its impact, identify and evaluate how it is addressed within this context as well as identify the challenges that exist when attempting to achieve college readiness. Participants pointed to some key skills and factors that make students college ready, such as self-management, ownership, critical thinking, and support networks, but ultimately challenged the idea that college readiness could be defined the same for all students. While participants pointed to intentional incorporation of college readiness skills in their classroom, they felt the most successful strategy was creating a college-going culture, exposing and supporting students to college. Participants were conflicted with the impact of college readiness for students and felt that the system ineffectively incorporated college readiness despite its prevalence in educational policy. Overall, results indicated that the focus on college readiness created unforeseen consequences for students, teachers, administrators, and society. [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.]