The purpose of this paper is to inquire into the impact of the new social studies (NSS) as percieved by social studies methods teachers. They agree with many of the values of the NSS and the curriculum projects (which they tend to equate), but they want the developmental role shifted from the projects to the teachers. They see the NSS as overly academic, cerebral, and teacher-centered and want more emphasis on student interests, community activities, social action, and the affective domain. Methods teachers in schools of education are more dissatisfied with NSS than those who are appointed to academic departments. Dissatisfaction might be explained by one or a combination of three different theories: obsolescence, role conflict, or value conflict. The latter is probably the most explanatory and describes the situation most difficult to deal with because it reflects fundamental differences about the nature of a good social studies program. (These profiles are detailed in the author's statistics, appended, from a survey of social studies teacher educators.) Author/DJB)