The purpose of this mixed methods study was to investigate and understand the concerns of secondary mathematics teachers during the initial stages of implementing the Common Core State Standards of Mathematics and to determine if a relationship existed between the concerns and professional development during the initial stages. The research was grounded in the theoretical framework of the Concerns Based Adoption Model focusing on the Stages of Concern. Data analysis methods encompassed quantitative, qualitative, and profile interpretation. Data gathered from this study is relevant as it could be used to project levels of use in subsequent stages of the curriculum implementation. These projections can be used by education leaders to design interventions and effective professional development aiding teachers in the continued implementation of CCSSM and to guide change facilitators to understand the relationship between teacher concerns and professional development.  

Session Type: Brief Research Report