This article uses counter-storytelling to examine how four urban African American mothers understand and discuss the role of Common Core State Standards (CCSS) in their children's education. Counter-storytelling is used as an oppositional framework to dominant stories privileged by educational systems. Findings conclude how parents posit valid critiques about CCSS and quality teaching, but reveal the absence of spaces where their voices and perspectives can be heard without marginalization. The article concludes with implications for urban education teachers, and a call of support for parents and teachers to be informed about counter-stories represented in students' education.