This paper reports on one secondary social studies teacher's efforts to engage students in learning about self, others, and the world. Modes of presentation and learning activities are the specific focus. Observations occurred during 160 class periods in four different social studies classrooms, tenth-grade world geography, eleventh-grade U.S. history, twelfth-grade international relations, and a 9-12 grade ancient civilizations. Over 20 interviews were conducted, along with observations of the school's collaborative decision-making meetings, the social studies department's meetings, a union meeting, a student club meeting, and a professional gathering at a nearby university. School documents were analyzed, including organizational publications and teachers' syllabi, supplemental readings, and handouts. The study attempts to link student engagement in social studies classrooms with teachers' willingness to interrupt students' expectations of what class structure should be, to assume a wide range of teaching roles, and to provide students with opportunities to meaningfully interact with one another. Contains 26 references. (EH)