Special education teachers are required to use the alternative achievement standards (AAS) for students with the most significant disabilities. The problem addressed in this qualitative case study was the lack of special education teacher's perspectives about the alignment of the general education curriculum and AAS and how their perspectives may affect the decisions being made for students with the most significant disabilities. The purpose of this qualitative case study was to better understand special education teachers' perspectives and experiences about the alignment of the general education curriculum and Alternative Achievement Standards (AAS) and how their perspectives may affect the decisions being made for students with the most significant disabilities. Choices made by teachers impact themselves and their students. Therefore, choice theory was the theoretical framework used for this study. The purpose of the research was to better understand special education teachers' perspectives and experiences with the AAS. Qualitative methodology with a case study design was used to focus on human experiences. Ten interviews and one focus group (5 participants) were done via Zoom. NVivo and manual data analysis were used. The themes included challenges writing IEP goals, difficulty with increasing student knowledge, a more applicable instructional guide, challenges in addressing student comprehension, suggested changes, and challenges addressing developmental needs. Special education teachers do have challenges using the AAS, which affect their decisions on how and what ways to instruct their students with the most significant disabilities. The potential implications and recommendations for practice include professional development, regular reviews of IEP goals, review how the AAS it is written for students with the most significant disabilities, additional training, and time to collaborate, additional time to modify and adapt materials, amend the AAS to include more functional and life skills, and amend the AAS based ability levels of students with intellectual disabilities. Future research suggestions are to broaden the research area with additional participants, and to observe students with the most significant disabilities within a classroom. [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.]