All students must have access to the general education curriculum (Individuals with Disabilities Education Improvement Act, 2004; No Child Left Behind Act, 2001). Current literature provides best practices in social studies instruction for middle and high school students with disabilities in general education settings. However, there is a paucity of current research describing what manner(s), of social studies instruction occurs, if any, in self-contained settings. The purpose of this article is to describe an initial research study conducted to examine how special educators perceive and practice social studies instruction at the elementary level with students with disabilities in self-contained settings. (Contains 1 footnote.)