In an era of high-accountability and high-stakes testing teachers are challenged to find ways to create learning environments focused on active student participation where learning is constructed through higher-order competencies. This study is prompted by the recent adoption of the Common Core State Standards for Mathematics (CCSSM) and examines the common practices of five successful teacher models in relation to its implementation. Using a basic qualitative research design, this study uses a comparative analysis of multiple data sources to determine if common practices or meanings exist among teachers who are successful in implementing CCSSM. Five teachers in grades 6 through 8 participated in this study over a period of 6 months. Primary data sources included interviews and documents. Data were analyzed using a comparative analysis across cases and data sources. Findings indicated that common practices existed among the participants during their implementation of CCSSM. Findings also showed common patterns related to aspects of the classroom/school environment that influence the participants’ implementation of CCSSM with African American and Hispanic American students.