The 2016-2017 academic year marks the second year of statewide implementation of the North Carolina K-3 Formative Assessment Process: Kindergarten Entry Assessment (FAPKEA). The assessment, developed and implemented by the Office of Early Learning (OEL) at the North Carolina Department of Public Instruction, is a comprehensive formative assessment process intended to assist teachers in both identifying and supporting the unique learning needs of their young students across all five domains of early childhood development. To support implementation fidelity and sustainability, OEL adopted a multi-tiered implementation team structure from the state level through the building level, an approach backed by implementation science research from the National Implementation Research Network (NIRN). These teams worked independently and collaboratively to identify both facilitators and barriers of implementation, and they developed action plans or resources to support efforts at every level. Since the assessment's inception in 2014, OEL has put significant energy into developing the teams for this implementation approach; however, little is known about practitioner's perceptions of the effectiveness of their teams in supporting implementation efforts. To better understand practitioner perceptions of this teaming structure and identify any resources that may still be needed to support both team functions and overall implementation, a partnership of researchers from the UNC Charlotte Center for Educational Measurement and Evaluation (CEME) and Child Trends, a non-profit organization focused on improving the lives and prospects of youth through social, economic, health, and education research, conducted case studies in four North Carolina school districts. These case studies included observations of implementation team meetings and in-depth interviews with team members at every level, from the state through the building. This report summarizes their findings.