The Common Core State Standards Initiative (CCSSI) is one of the most current reforms in the U.S. educational system. The standards were introduced, adopted, and implemented by 46 states along with the District of Columbia in 2009. Since the adoption of the CCSS, educators have expressed concern regarding the implementation process, specifically apprehension regarding common assessments and the need for professional development. The focus of this study was to explore teachers' attitudes toward the implementation of the CCSS and English language arts, including an analysis of six objective questions related to the implementation process. Data were gathered via surveys completed by 30 Illinois certified elementary school teachers (Grades K through 8). Results showed the teachers, in general, were aware of, supported, and understood the CCSS, though some stakeholders (including teachers) found the CCSS to be intimidating, meaning the CCSS implementation was challenging for stakeholders to comprehend. It is essential for all educational leaders, at both the state and national levels, to collaborate and to fully understand the CCSS vision. Recommendations include exploring special education and English language learner programs to determine whether the CCSS are meeting these students' needs. Additional recommendations include providing a visual of the implementation process for a school or district and to explore other subject areas regarding the CCSS. [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.]