School reform efforts are reflected in the Common Core State Standards (CCSS) and increasingly impact potential for differentiation of instruction, which is critical in effectively educating students with varying achievement and learning needs. Although CCSS were developed to establish a ubiquitous foundation of educational expectations by grade level for all students, differentiation has remained an essential philosophy towards instruction of students with various accelerated or adverse impacts on learning. Qualitative analyses of interviews with educators yielded insight into differentiation for students in general education, students with disabilities, and students identified as gifted and talented. Based on these voices, recommendations are offered for ways to understand the CCSS and to achieve progress and favorable change for all stakeholders.