The purpose of this interpretative phenomenological analysis study was to understand the perspectives of Massachusetts biology teachers and discover if the 2016 changes to the Massachusetts Science, Technology, and Engineering (STE) Curriculum Frameworks impacted their instructional practices and pedagogy. Concentrating on the consequences of educational policy implementation, this study focused on the impact of Massachusetts biology teachers' interpretive instructional experiences to adapt their teaching styles to meet the objectives of a standardized biology curriculum. Additionally, this study explored how policy reform impacted the teacher implementers in terms of their scientific instructional practices. Six secondary biology educators within the same district participated in the research. Based on the holistic findings of the study, the participants readily communicated both their interpretive freedom and interpretation limitations of the 2016 STE Curriculum Frameworks for High School Biology. All participants inferred that the changes to the standards were able to be addressed and incorporated into their existing science instruction. As indicated by the participants, the significance of adjusting instruction from authentic inquiry-based science teaching to teacher-directed instructional practices aligned to the identified negative impacts of policy implementation. The results of the study raised some questions that contested the long-standing institutional and organizational structures of education that can be remedied with the removal of strict curricular objectives and standardized assessments. [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.]