This paper describes a study conducted to investigate the impact of Common Core (CC) integration on early literacy curriculum systems. Specifically, this study examined perceptions of K-3 teachers and principals regarding extent to which CC integration has changed early literacy curriculum systems and the benefit related to these changes. Also, this study investigated specific changes made, value and challenges of the change, and focus areas for future action. Given the large number of American students not able to read grade level text, districts/schools must summon an organizational response focused on the four elements of curricular quality control. Little is known about how schools are responding; therefore, this research contributes greatly to the public scholarship needed to educate our diverse democracies.