In the 60's in response to the social studies curriculum reform movement two demands on the training of elementary school teachers were evident: (1) more instruction in the parent social sciences, and (2) more pointed attention to the development of inquiry processes in the various fields. In response, the University of Georgia initiated a double major of education and a teaching field and introduced specialized methods courses, where previously such courses were offered by a generalist. Ten years later the hours available to social science courses had actually declined because of increments in professional education, and a review of course work indicated that not one student in the sample of 23 elementary education graduates had taken an upper division social science course. This case study points up the need to face these topics: the scope of elementary education, the emphasis on field-based experience, and the subject competency. By limiting the scope of elementary education from 1-7, as it is in Georgia, to K-2, 3-5, 6-8, or similar segments, it would be possible to gear teacher training curriculum more specifically to the cognitive needs of a particular age group thus insuring more precise teacher preparation. (JH)