Since the inception of NCLB Laws and "Race to the Top," researchers have documented the continued decline and disappearance of social studies curriculum and instruction in elementary classrooms as schools focus on language arts and math, the subjects that are the focus of standardized testing. This qualitative study's goal is to examine elementary classrooms where social studies has continued to be taught and to analyze the elements and conditions that exist that permit and support its presence in elementary classrooms. Four elementary teachers, who have won awards from a local social studies council for their teaching of exemplary social studies, are the participants of this case study. The findings suggest that a teacher's sense of agency and personal philosophy or belief system, along with informal mentoring and collaborative experiences, supported these teachers in their practices and in their persistence to continue teaching effective social studies in their classrooms. [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/en-US/products/dissertations/individuals.shtml.]