The purpose of this study was to provide superintendents and other district leaders intellectual and practical resources to guide their implementation of 21st-century skills in their respective districts. The study utilized a mixed-methods approach to address 4 research questions related to 21st-century teaching and learning. Quantitative data were collected via an online survey of 37 California superintendents and qualitative data were collected via interviews with two California superintendents. Results showed that California superintendents defined 21st-century skills in various ways. They connected 21st-century skills to the Common Core State Standards, communication, collaboration, critical thinking, and creativity, as well as use of technology as an instructional tool. They related implementation of 21st-century skills to implementation of the Common Core State Standards. Key stakeholders included teachers, onsite administrators, and superintendents, as well as others. The superintendents were concerned with obtaining buy-in from all stakeholders and providing adequate professional development for faculty and staff. The superintendents conducted informal assessments and had started to make adjustments in grading systems. They understood the need for a formal evaluation systems for 21st-century teaching and learning.