Federal Head Start Program Performance Standards (HSPPS) were revised in 2016 to strengthen and improve the quality of all Head Start (HS) programs. The problem addressed in this basic qualitative study is that teachers in a local urban HS program in the southwestern region of Virginia have decreased levels of job satisfaction and cannot support the social-emotional development of their students due to difficulty implementing the standard HSPPS 1302.17. The purpose of this basic qualitative study was to investigate the perspectives of HS teachers regarding their job satisfaction while supporting the implementation of HSPPS 1302.17. Lacey's theory of social strategies and Mezirow's transformative learning theory formed the conceptual framework, emphasizing education and learning where institutional standards exist and focusing on how teachers can adjust and expand their thinking based on what is required. One research question guided the exploration of the perspectives of HS teachers on job satisfaction and support of their student's social-emotional development since the Standard's implementation. A purposive sample of 12 HS teachers from the local program participated in semistructured interviews. Data were analyzed using open, axial, and selective coding. Six themes emerged from the data regarding feelings for the Standard, parental accountability and involvement, professional development redundancy, additional support, in-depth trainings, and in-person coaching follow up. A professional development plan was designed to help teachers become better equipped to create positive social change by supporting learning environments that foster positive outcomes for young children. [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.]