As America's education system transitioned into an era of accountability, elementary teachers often found it more difficult to advocate for instructional strategies that aligned with strong acts of constructivism. In fact, scholars have speculated that teachers are using field trips significantly less since the start of the new millennia; however, there has been not empirical data to support or deny such claims. Hence, the purpose of this study was to quantify the number of field trips elementary teachers, from one southeastern state, utilized during one academic year. Additionally, the true proportion of elementary teachers and the total number and mean of field trips could be predicted. Moreover, this study calculated if there was any significant differences in the number of field trips that elementary teachers utilized based on three independent variables. The study concluded that there was a significant difference based on one variable.