Previous research on applied percussion curricula focused on task completion, teaching methodology, and descriptive analyses. However, an examination of educational standards in applied percussion has not occurred. The primary purpose of this study was to examine the influence of the National Association of Schools of Music (NASM) standards in developing applied percussion curricula. Additionally, it investigated if barriers (finances, equipment, and facilities) and external factors (administrators, colleagues, professional organizations, and professional development) affect the implementation of standards, and if barriers, external factors, and the essential nature of standards were associated with the existence of standards. Neglecting to meet standards could preclude students from obtaining requisite teaching and performance skills. A non-experimental quantitative design was used to examine instructor perception of barriers, external factors, and implementation of standards into teaching curricula. The relationship between instructor characteristics (years of teaching, level of education, and teaching contract) and perceptions was examined. Sixty-four percussion instructors completed a survey in which they reported what they perceived influenced curriculum development. Analyses revealed the NASM standards were essential and exist; there were barriers; and curricula were developed in isolation. Data indicated a significant (p < .05) relationship between external factors and the essential nature of standards such that as perceptions of external factors increased, perceptions increased for the essential nature of standards. Similar results occurred between the essential nature and existence of standards. Significance was also achieved for the existence of standards and years of teaching such that instructors with > 30 years of teaching agreed more strongly with the existence of standards compared to additional groupings based on years of teaching. Tenured instructors agreed more strongly with the existence of standards compared to adjunct, part-time, and full-time contract instructors. Moreover, significance was achieved for barriers and teaching contract such that full-time contract instructors agreed more strongly that barriers influenced curriculum development compared to other contract groupings. Non-significant results for the remaining ten hypotheses, which paired instructors' perceptions and characteristics, may be due to insufficient power. These results could be used to re-evaluate curricula, professional development, and how instructors meet standards. Finally, data added to the knowledge base by analyzing curricula through a standards-based framework.