Kindergarten Entry Assessments (KEAs) have grown in popularity over the past decade due to the Race to the Top -- Early Learning Challenge Grant offered by the U.S. Department of Education in 2015. This study addresses kindergarten teachers' perceptions of data from North Carolina's school readiness assessment and their perceptions of what administrators' value in terms of assessment data. This qualitative study utilized empirical data collected in semi-structured interviews with five kindergarten teachers in North Carolina. Teachers mentioned they perceive a disconnect between their views and their school/district administrators' views of the overall utility of the NC KEA and data derived from the assessment. This perceived disconnect has played a part in perpetuating common misunderstandings of the purpose, implementation, and intended use of the assessment. The way teachers interpret and perceive communication from administrators plays a role in teacher morale, data utilization, and school culture. Findings in this study can help policymakers, teachers, and administrators understand the need for clear communication and training across all hierarchies of education.