It is the view of this research paper that elementary social studies is "on the backburner" in school classrooms. Data were gathered by four means: (1) a statewide survey of 15 of the 19 Delaware public school districts to gather responses from social studies supervisors or their equivalents; (2) a statewide survey of elementary school representatives, including teachers and principals; (3) qualitative interviews of 20 teachers throughout the state; and (4) the collection and review of state documents, including state and district curriculum guides and state census information. The study suggests a heavy competition for resources, low student interest and teacher concern, and a highly sanitized and educationally uneven curriculum are among the conditions underlying the underrepresentation and undervaluing of social studies in the curriculum. Limited opportunity for substantive social development of students is the most important effect of this lack of emphasis in the elementary classrooms. To increase the importance of social studies in the elementary schools will require an understanding of the interrelated nature of the underlying conditions of the classroom and an appreciation of the classroom practitioners' influence upon curriculum and instruction. (EH)