The United Arab Emirates (UAE) is developing its Social Studies curriculum and pedagogy for public schools. Practically speaking, teaching Social Studies in the UAE is still based on the traditional way of teaching; route memorization is the means of acquiring knowledge. In order to enhance Social Studies constructivist teaching-learning, there is a need to shed the light on the current obstacles that teachers are experiencing in terms of curriculum organization. This case study probes the areas of development needed in Social Studies as a school subject. The study is significant in terms of (a) what current Social Studies teachers need to say as far as the constraints they are facing, and (b) what alterations Abu Dhabi Education Zone and Abu Dhabi Education Council need to introduce on the following levels: curriculum, pedagogy, and assessment. The study concludes that the roots of the constraints were administrative and this is worth further investigation, since administrative reformation and restructuring goes hand-in-hand with redesigning and developing a constructivist pedagogy and curriculum. (Contains 32 notes.)