Inquiry-based and interdisciplinary teaching practices exemplify constructivist approaches to education capable of facilitating authentic student learning; however, their implementation has proven particularly challenging within certain contexts in the United States. This qualitative study considers one such context via an investigation of elementary teachers' views on teaching inquiry-based, interdisciplinary science and social studies in urban settings. Interview data from 15 teachers in three urban schools are presented. Findings describe how teachers' views compare to the respective national standards in each curricular area and detail the barriers they report to implementing such practices in their classrooms.