This article aims to explore how social studies teachers understand their role in the delivery of course content. Drawing on data from an interpretive study completed as part of a Master of Education degree, the article investigates how social studies teachers understand their personal ideology as it relates to their teaching, navigate the prescriptions of the curriculum outcome model, and justify their respective positions on the political, economic, and social issues examined in their classrooms. These considerations will seek to present a clear understanding of contemporary social studies pedagogy, the extent of ideological liberties taken by public school social studies teachers, their implications, and potential impacts on student learning and political, social, and economic understandings.