This study explores how two elementary teachers (first and fifth grades) integrated social studies content and skills throughout their school day. More specifically, we describe and explain their attempts at "stealthy" social studies instruction. Drawing on ideas of fractured, healthy, and stealthy integration (Hinde, 2015), we spent 26 school days in two classrooms documenting interactions of teachers and students. We found examples of stealthy integration throughout the day with most instances occurring during non-academic times. This study contributes to our understanding of social studies teachers' instructional decisions associated with student learning and the challenges with stealthily integrating social studies.