In this article, the author speaks with four English language arts teachers from Goodland High School, all in differing stages of their teaching careers. These teachers contribute important insights to how the adoption of new Common Core State Standards (CCSS) foster change in teaching and curriculum as well as concerns for classroom practice. All of these teachers assume an expectation of continued professional development, honing their craft, keeping their curriculum rigorous yet relevant for all students. Their perspectives provide an opportunity to observe change as it takes place, documenting successes and dilemmas along the way.