This dissertation study examined how secondary social studies teachers in an ICT setting plan and teach as they adapt their instruction to prepare students for the new social studies Regents examination framework in New York State. Utilizing a qualitative approach, the researcher asked teachers to complete a survey. Sixty-three participants responded and completed the survey in which they provided their demographics, level of content area and skills knowledge, and experiences working with a co-teacher as they prepare students for the new shift in social studies instruction by incorporating both content and historical thinking skills. Results of this study identified the current positives and negatives of secondary social studies ICT classroom instruction in NYC public schools. These findings have implications for policymakers, teacher educators, administrators, teachers, and future researchers. [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.]