This report summarizes and compares the views of six experts (three university professors and three elementary teachers) concerning elementary-level social studies teaching. The experts were asked to treat the topic comprehensively by addressing issues of curriculum (goals and objectives, selection and organization of content); instruction (presentation of input to students, teacher-student discourse, activities and assignments); and evaluation (formal and informal assessment of student progress toward key goals before, during, and after instruction). The experts addressed these issues in the context of both ideal programs (as outlined in their responses to a set of questions about what ideal curriculum, instruction, and evaluation practices in elementary programs would look like) and typical current practice (as outlined in their responses to questions calling for a critique of one of the most widely adopted elementary social studies curriculum series). This report first summarizes the positions articulated by the six experts considered individually, then compares the responses of the three professors treated as a group with those of the three teachers treated as a group. In the discussion, these group contrasts are considered with reference to their implications concerning the differences in purview between university-based scholars and elementary school teachers who share interests in social education. Finally, points of agreement between the two groups are considered with reference to their implications concerning ideal elementary social studies programs. (Author)