Implementing curriculum standards in high school social studies education often challenges educators in shaping their instructional decisions and students' learning experiences. North Carolina social studies educators have faced challenges in balancing the requirements of curriculum standards with the need to teach sensitive topics such as race, gender, and discrimination. Way to understand the lived experiences of North Carolina high school teachers during the 2021 Social Studies curriculum standards. A qualitative research approach was employed for this study, utilizing individual interviews with 15 North Carolina high school Social Studies teachers. The findings of the study included: (a) instruction is based on the regularly implemented standards, which are used as a guide on what to teach; (b) many courses lack clarity, most are not tested, and some are compressed; (c) race, gender, and discrimination can be taught in class without concealing or misrepresenting the truth; (d) Handling controversial issues through discussions, reasoning, and respect; and (e) avoid discussing politics and matters that are very controversial. This study provided valuable insights into the challenges and experiences of North Carolina high school Social Studies teachers during the 2021 curriculum standards. Understanding these challenges could be helpful for educators, policymakers, and curriculum developers aiming to create effective and inclusive social studies education in North Carolina and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]