The North Carolina K-3 Formative Assessment Process: Kindergarten Entry Assessment (NC K-3 FAP: KEA) is the initial step in the development of a comprehensive formative assessment process for young children from kindergarten entry through the end of third grade. The purpose of this qualitative study was to gather teacher and administrator feedback that could inform potential changes to the following aspects of KEA implementation: (1) professional development for the assessment process; (2) the content of the current KEA construct progressions; (3) teachers' perceptions of the overall utility of the overall KEA process; and (4) the usability and features of the NC K-3 FAP electronic platform. Researchers conducted case studies at six elementary schools selected for their demographic representativeness of the larger North Carolina kindergarten population. The case studies included classroom observations, as well as semi-structured interviews with teachers, administrators, and instructional coaches involved with implementation in each school. At the end of the 60-day KEA period, researchers conducted an electronic survey which was open to all North Carolina kindergarten teachers. Findings indicate that practitioner informed changes are occurring as part of the continual development of the NC K-3 FAP: KEA. Whether that knowledge affects overall teacher perceptions and buy-in for the assessment process is a question for future research