Since adopting the Common Core State Standards (CCSS) in 2010, California has given districts significant flexibility in how they support teachers in implementing the standards. This flexibility, along with vastly differing local and regional contexts, has resulted in a wide variety of district-level approaches to training teachers in content knowledge and pedagogical strategies aligned to the CCSS (which are now also known as the California Standards). From a small rural district in the northern reaches of the state to a large urban district on the coast, local education agencies across California have experienced unique successes and challenges in providing professional learning to help teachers prepare the state's six million K-12 students to meet the rigorous California (CA) Standards in mathematics, English language arts, and content-area literacy. In this second of a three-part "CenterView" series, The Center continues to report on what was learned from interviews with over 40 district leaders across California in which were asked for their perspectives on implementing the CA Standards. This issue focuses on various ways districts have worked to scale their implementation of the CA Standards and deepen their teachers' pedagogical content knowledge of the standards--from drawing on the expertise of external technical assistance providers to developing internal resources, such as teacher leaders that can provide instructional leadership. The issue concludes with strategies that technical assistance providers can use to better assist districts with their current professional learning and resource development needs as they strengthen their implementation of the CA Standards. [For the first installment in this series, see ED568371. For the third installment, see ED582937.]