This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools. Teacher responses from low and high need schools (based on the Need/Resource Capacity Categories) across age, years of teaching experience, grade level taught, and college math credits taken were examined with the dimensions of mathematics instructional practices to see if any relationships exist among the variables. The implementation of CCLS mathematics had an influence on elementary-school teachers' instructional practices and attitudes in both high and low needs schools. Teacher academic optimism was reported as overall higher in high needs districts, whereas teachers in low needs districts reported an increase in instructional motivation practices after the implementation of CCLS mathematics. Instructional Motivation emerged from this study as a construct describing both a disposition and behavior of teachers. Instructional Motivation is the ability of a teacher to engage a student intellectually in the content and at the same time make that content important and relevant for that student. The presentation of this construct is different for each teacher and is based in large part on the trust relationship between the teacher and the student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]