OER Knowledge CloudJournal ArticleTang, HengtaoTeachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K–12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers’ experiences with OEP. This research explains K-12 teachers’ perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K–12 settings. The study also discusses the practical implications of integrating OER in K–12 curriculum.20202020/09EnglishInternational Review of Research in Open and Distributed Learning213211-229United States10.19173/irrodl.v21i3.47501492-3831yesopen educational resourcesopen educational practicesk-12teachersbarriersbenefitsqualitative inquiry4750-Article Text-33604-1-10-20200911.pdfUnited States, North America