Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this instruction aligned with evidence-based practices. Thirty-three fourth grade teachers from 12 schools across three school districts recorded their social studies instruction for a total of 2429 min. Findings revealed that two-thirds of social studies instructional time integrated practices for developing vocabulary and reading comprehension. Yet, the approaches for teaching comprehension and methods for instructional delivery (e.g., explicit instruction, high-quality feedback) teachers used infrequently aligned with those identified as effective in previous research. We present opportunities for improving content-area instruction and future research.