Purposes of this research were to: 1) identify major characteristics of the "new" social studies (NSS) as perceived by methods teachers; 2) compare are-being emphasized perceptions with what methods teachers think ought-to-be emphasized; and, 3) discover relationships between what methods teachers think should be happening and other variables. A 21 page questionnaire was administered to a sampling of pre-service, secondary level instructors from National Council for Social Studies membership, 1969. Data returns and detailed analysis are presented. Some general findings were that methods teachers 1) tend to equate the NSS with major curriculum projects; 2) were dissatisfied with the strong developmental role played by the projects; 3) saw the NSS as overly academic, cerebral, and teacher centered; and, 4) wanted more emphasis on student interests, community activities, social action, and affective domain. Also, methods teachers who held appointments in schools of education tended to be more dissatisfied with the NSS than those in academic departments. Complete research results and their implications are thoroughly discussed with three explanatory hypotheses offered for the unfavorable perceptions. Of the three (obsolescence, role-conflict, and value-conflict) the researcher speculates that the value-conflict hypothesis is the most explanatory yet most difficult to deal with. Related documents are SO 000 922 and SO 000 764. (Author/JSB)