The Saudi Ministry of Education was founded in 1954, and the Ministry of Higher Education was established in 1975. The Saudi educational system has advanced significantly in recent years. The modern educational system provides high-quality instruction in various sciences and arts to prepare citizens for life and work in the contemporary world. This study aimed to investigate Saudi Arabian (SA) Elementary School Social Studies Teachers' Level of Awareness of Vocational Subject Matter and Teaching Knowledge and the relationship between their Level of Awareness of their Perspectives and Self-Reported Classroom Instructional Performances concerning teaching social studies. It aimed to identify the degree to which the teachers of secondary social and national studies in the Kingdom of Saudi Arabia have the requirements of teaching performance quality in light of the attitude towards the knowledge economy. 475 Saudi Arabian secondary social and national studies teachers were included in the study's sample. Understanding how these ideas are related may be useful in rethinking pre-service and in-service education to incorporate adjustments for individual viewpoints and differences in occupational content knowledge in the area of social studies. The results of the current study might inspire social studies educators to become more cognizant of their professional knowledge and perspectives, which would enhance their classroom instruction. The explanatory sequential design was applied and followed by a qualitative strand to analyze the quantitative results. The study was carried out in public schools in the Tabuk region of the Kingdom of Saudi Arabia (KSA). Results explained the connection between elementary school teachers' perspectives and instructional performances and their knowledge levels impacting the instructional performances. The study concludes that due to a lack of adequate educational research, more research is required to provide additional valuable information, despite the overwhelming evidence of social studies neglect in schools and the impact of standardized testing on the course. Teachers should be given plenty of time to discuss their perspectives, and observational research on those perspectives should be done. [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.]