This study focused on the perception of special education teachers on the new Common Core Standards and effective classroom instructions for students with disabilities. It shared a new understanding and increased knowledge of the Common Core Standards and how it has affected students with disabilities. Given that special educators have direct access to the Common Core curriculum and use it to serve the special needs population, their knowledge of its effects on instruction was crucial to this research. Since more than 12% of the nation's students have IEPs and receive special education services under the Federal mandate, the need to align Standards with instructions is paramount. With more than 45 states using the Common Core Standards, it was important to determine if there are challenges faced by special needs students whose instructions are driven by the Common Core Standards. This study used the case study design, and interviews were done with ten special education teachers. In addition, direct observations and journaling questionnaires were also used to gather data. The findings revealed that special education teachers do not believe that their students with disabilities are well served with the use of the Common Core Standards. The claim is that the Standards are rigorous and too challenging for students diagnosed with a disability and receiving special education services. The findings suggested that changes or modification to the Common Core Standards can increase successful academic outcomes for students with disabilities. In order to make the study more thorough and applicable to other geographical areas in the United States, it is recommended that similar studies be conducted in other urban school districts with a similar population. It is also recommended that future studies be done using a mixed method approach with a larger sample. It is also recommended that students or a students' representative be included in the sample population to share input on students preferred method of instruction and assessment. [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.]