Providing engaging, rigorous social studies education at the elementary level is a challenge faced by school districts across the country. In K-12 schools nationwide, social studies education is often neglected so that more time can be devoted to ELA and math, both of which have annual standardized tests associated with them that often carry high stakes for schools in terms of funding and reputation. Also, over the past decade, the political environment has grown increasingly divisive, leading teachers and administrators to avoid discussions of current and historical events that could lead to classroom controversy. In Pennsylvania, the standards for social studies have not been updated in a decade or more, and they are not written in a way that encourages engaging instructional practices. In the school district where the research for this study took place, several teachers and administrators expressed an interest in new approaches to social studies instruction at the elementary level. This study paired an external academic partner with an elementary teacher to develop and strengthen the teacher's use of inquiry in social studies lessons. The findings conclude that the external academic partner was effective in supporting the teacher's growth and development in planning inquiry-based lessons, using primary source materials, and adopting interdisciplinary approaches in social studies. The results suggest that this approach may be successful in the future for districts that wish to strengthen the provision of elementary social studies. [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.]