The purpose of this study was to compare elementary level student teachers and experienced teachers engaged in the decision-making process of planning social studies lessons. Using survey, this study examined the ways participants selected content, learning activities, teaching strategies, and resources, and considered curriculum integration, sequential lesson planning, coverage vs. in-depth studies, students’ interests and abilities, and day-to-day planning vs. long-term planning. The findings indicated that both shared several common means to plan social studies lessons, concerned with content selection as well as students’ characteristics, and preferred to teach it integrated with other subjects and to use books for their favored resources. there were also differences between the groups. The results corroborates existing literature concerning student teachers’ insecurity when first applying their knowledge in the disciplines, and the need for experienced teachers to gain professional education in the use of a variety of teaching strategies. In addition, experienced teachers need to provide in-depth learning experiences for their children instead of broad-based coverage of the textbook.