Schools, and subsequently teachers, have found themselves at the center of the nation's most recent "culture war." Vitriol over the honest teaching of social studies has been discussed in school board races, state legislatures, national media conversations, and presidential politics. Despite book bans, state laws, political rhetoric, pushback from families, inconsistent district support, and inadequate resources, there are teachers moving beyond these barriers to include multiple perspectives in their elementary social studies classrooms. This study sought to understand the essence of what it means to be an elementary social studies teacher attempting to teach inclusive social studies and incorporate perspectives beyond the master narrative in predominantly white, suburban schools. Much of the literature focuses on middle or high school teachers expanding their curriculum. In contrast, this paper details the experiences of elementary teachers, the unique barriers they face, and their work to overcome those barriers to present their students with a rich, full telling of history. Through purposeful and criterion sampling, I recruited and interviewed six educators working in four predominantly white, suburban, high-performing school districts in two states, who attempt to incorporate marginalized perspectives into the elementary social studies curriculum. All semi-structured interviews occurred individually, virtually, using the Zoom platform. Interview protocols were used consistently in each interview; however, follow-up questions were asked for clarity on a case-by-case basis to allow for a deeper understanding of each educator's experience. The research approach was grounded in hermeneutic phenomenology, which captures the essence of the participants' experience and allows the researcher to analyze, interpret, and make meaning of those experiences without suspension of their own personal beliefs or experiences. A review of the findings demonstrate that district support is paramount to sustaining change for teachers moving towards more inclusive social studies classrooms; racial and historical literacy professional development is critical; and updated curriculum resources that already incorporate more perspectives and support the development of teachers' background knowledge are necessary. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]