Many kindergarten teachers are feeling the effects of standard-based education. The problem is that it is unknown whether teachers implement mandated state standards in a developmentally appropriate way. The purpose of this basic qualitative study was to investigate kindergarten teachers' perspectives on implementing standards in a developmentally appropriate manner. Shulman's theory of teacher knowledge was the conceptual framework for the study. The research question focused on kindergarten teachers' perspectives of implementing standards in a developmentally appropriate way. Twelve kindergarten teachers were recruited from three Title 1 elementary schools in a rural southeastern state in the United States. Thematic data analysis was used after the semi-structured interviews were conducted. Two themes were identified: (a) factors inhibiting the use of developmentally appropriate practices by teachers; and (b) recognizing teacher issues with state standards. Findings from this study revealed that kindergarten teachers need help in creating strategies to present standards in a developmentally appropriate way. Kindergarten teachers also need more support through professional development. This study can lead to positive social change by informing local practice though the sharing of techniques that will ensure and improve the use of developmentally appropriate practice in kindergarten classrooms though in-service and professional development. [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.]