During initial statewide implementation of the NC K-3 FAP: KEA, we 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, we also conducted an electronic survey which was open to all NC kindergarten teachers. 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. 4. the usability and features of the NC K-3 FAP electronic platform. (author abstract)