The marginalization of social studies has led to many questions about how elementary teachers include social studies in their curriculum. Using a survey distributed to Texas teachers, this study explores the instructional strategies, integration emphasis, and content area instructional time utilized in the elementary classroom. Through a quantitative study, results indicate a significant relationship with emphasizing controversial issues in social studies with language integration and art integration. Also, teachers in earlier grade levels were more likely to emphasize controversial issues than the older grade levels. Lastly, implications for teacher education are discussed.