Time constraints and the pressure to prioritize ELA and mathematics appear to drive teachers' planning and allotment of instructional time, especially given the widening post-pandemic needs of students. This prioritization can often lead to limited time for social studies instruction. Additionally, high-quality social studies resources (such as those provided by NCSS) are often underutilized, further challenging effective social studies instruction in school districts. To gain insight into these challenges and their practical implications, the authors gathered information from their work with pre-service teachers. Through surveys of preservice teachers (PSTs) and classroom visits, the authors observed that many K-5 social studies classrooms resort to teaching content within a short time frame, often relying on weekly periodicals as their primary instructional tool. This article will describe how the authors collaboratively mentor their PSTs within two teacher preparation programs (Tampa, FL and Greenville, NC) to replicate hands-on social studies experiences using the weekly periodical.