This research reports on findings from a qualitative study investigating the goals and challenges of doctoral student instructors of elementary social studies methods courses. We find that goals and challenges are widely shared, and many of the challenges stem from the instructors' ambitious personal goals, particularly the objective of creating a critical, political space in the classroom and the challenges inherent in meeting that aim. Acknowledging these goals and challenges, we recommend new instructors engage in communities of practice at their institutions or via formal space within national organizations.