This qualitative study explored the impact of standards implementation on teachers’ perceptions of teaching as a profession, instructional content and its delivery, and use of assessment results at the elementary level in a northwestern state. The qualitative design included three data collection methods: observations, documents, and interviews. The study found that since standards continued, regular education teachers perceive a diminished joy in their profession, a significant shift in focus from student-centered to data-driven instruction, and a preference to use results from informal assessments rather than state tests to guide instruction. Special education teachers perceive slightly less enjoyment in teaching, continued use of data-driven instruction and informal assessments. All participants noted improved communication between regular and special education teachers as a positive result of standards implementation.