The field of education has seen exponential growth in the number of education professionals using social media platforms as instructional resources to supplement their existing classroom resources. Social media has made it easy for education professionals to create, share, and sell their ready-made instructional materials with other educators; however, these resources are not vetted or peer-reviewed as are the traditional curriculum resources endorsed by school district leaders. Teachers are increasingly using social media sites to locate instructional resources, but often these materials are not accurate or aligned to the content standards. The focus of this qualitative descriptive case study was to explore how 18 elementary teachers in Texas used and evaluated content on social media sites as instructional resources to develop their lesson plans. Six themes emerged from the data analysis: (a) elementary teachers use social media sites as instructional resources to save time during the lesson planning process, (b) elementary teachers use social media sites as instructional resources to personalize their professional growth, (c) elementary teachers seek out social media instructional resources to address the needs of today's student population, (d) elementary teachers evaluate the accuracy of content by thoroughly reviewing the social media instructional resource listing, (e) elementary teachers evaluate the accuracy of content by completing the instructional activity as if they were the student, and (f) elementary teachers evaluate the alignment of the content standards by comparing the social media instructional resource's objective to the desired state standard being assessed. Results indicated elementary teachers need recommendations for best practices to use when evaluating social media sites as instructional resources and teacher preparation programs must be redesigned to prepare prospective teachers to use social media sites as instructional resources when addressing theory-based pedagogical thinking and the lesson design process. [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.]