Computer science (CS) education has experienced rapid growth over the past decade with student demand leading to new courses or course pathways being offered in K-12 educational settings. Student demand has been matched by parent/community and technology industry support. Educators have quickly responded to the demand by expanding course offerings, yet rapid change comes with growing pains. This research study is an exploration of educator perceptions and experiences implementing CS education. Two hundred four survey responses were obtained from diverse public and private school K-12 educators representing 36 of 50 U.S. states and the District of Columbia. The overarching goals of this study are to represent CS educator responses related to their current experiences specific to the following contexts: (a) external and internal challenges implementing CS education, (b) areas of interest for professional learning of CS content and instructional strategies including strategies that promote equitable instruction, and (c) CS teacher community engagement including access to CS-focused professional development (PD). Understanding teacher perceptions about CS implementation can benefit the CS community of research by identifying areas of challenge, improving PD offerings, specifying PD content, and exposing new areas for support needed by both novice and experienced CS teachers. This study can provide fresh perspectives which can lead to solutions for providing enhanced support for the growing workforce of K-12 novice and experienced CS educators. [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.]