The effectiveness of social studies instruction in the Nigerian state of Borno was investigated with emphasis on teachers' skills. The study had three objectives: (1) to evaluate preservice teacher education social studies programs in terms of their objectives, curricula, methods, media, and evaluation procedures; (2) to evaluate teachers' skills in social studies instruction in secondary classrooms; and (3) to formulate guidelines for improving teacher education for social studies. Principals and teachers at 15 teachers' colleges and three secondary schools in Borno were surveyed through questionnaires. Classroom observations were conducted to determine the quality of teaching in social studies at the secondary level. Responses to the questionnaires indicated weaknesses in the teacher education program. Average scores for the evaluated areas were below 50 percent for objectives, curriculum, methods, teacher competencies, and school facilities. The classroom observations showed low scores for lesson design, rationale of objectives, and teacher procedures. Suggestions for improving the teacher education program include using new teaching and evaluation methods, improving school facilities, designing a new social studies curriculum, and reformulating the goals and rationale of the program. It is recommended that experts study the program in greater detail for further curriculum planning. The questionnaire and the classroom observation checklist are appended. (FG)