The study of elementary social studies curriculum objectives was conducted during 1976-77 among 625 Iowa teachers to determine how teachers think social studies should be taught at the elementary level. Presented in three parts, the study is intended to assist elementary teachers in clarifying their teaching obectives. An inventory of social studies objectives, techniques, and materials was developed and used. Part I presents an overview of the study, including purposes, related research, guidelines, time schedule, and data analysis. Part II, which contains the bulk of the report, interprets the data by grade level. Analysis of teacher responses indicates a general feeling that additional social studies areas should be developed, including concept formation, values, and problem solving. Also, both inservice training in social studies and changes in classroom organization could result in better understanding of the part social studies plays in the total curriculum. Part III concludes that teachers have trouble relating social studies objectives to curriculum development, variety in teaching strategy is limited, and no clear cut differences can be documented to demonstrate the excellence of certain activities at specific grade levels. It was recommended that inservice programs should be developed which help teachers clarify the relationship between social studies objectives and program development. The author recommends further research involving more teachers. Appendices are included. (Author/DB)