The purpose ofthis study was to explore students' experience in social studiesrnclassrooms. The study takes place in the context of the recently introduced (1996)rnsecond cycle primary schools social studies curriculum in Amhara Region.rnFor the purpose, the perspectives of those who are directly impacted by therncurriculum changes-students were the main subjects of the study. In addition,rnsubject teachers, who are close to students, were also the source of information.rnMoreover, attempts were made to obtain data about the transparency of thernteaching-learning processes in enhancing students' experience through systematicrnobservations of classrooms in live situations.rnPrincipal findings are that students view the contents and learning experiencesrnof social studies as 'providing them an opportunity to be more sensitive to social andrnenvironmental problems', 'to learn some to be better citizens', 'to increase ownrnexposure to people who are different', and the like. Most of the respondents alsornreflected that, social studies have immediate and direct relevance to the developmentrnof their social knowledge, attitudes and skills. The majority of the students believernthat the contents and learning experiences are 'enjoyable and stimulating'. Thernoverall attitude of the majority of students toward social studies is found to bern'favorable'. However, this study showed as the majority of students are of the opinionrnthat the contents and learning experiences of social studies are 'difficult', thatrnrequired them to apply hard efforts to master, 'broad' that required them to coverrnmuch contents in so little time, and 'remote ' that required them to handle sornunfamiliar facts, concepts, generalizations and the like.rnTeachers also endorsed the feelings of students regarding the 'difficulty' andrn'broadness' of the social studies curricular materials meant for the specified groups.rnBut teachers also condemned students for failures to do reasonable efforts. Then,rntheir response showed a discrepancy from students concerning the 'interest' andrn'willingness' of students in accomplishing subject related tasks. Though the socialrnstudies teachers reported that they are competent to teach the subject and have arnfavorable attitude towards their tasks, their instructional attempts in enhancingrnstudents' experience is found to be deficient. Students seemed less considered asrnan agent for their own learning. Meanwhile, they are not provided opportunities to bernactive.rnThe classroom interaction too, found to be less transparent for the quality andrnnature of student learning. Therefore, it was concluded that the second cycle primaryrnschool students who are found in Western Gojjam and Bahir Dar AdministrativernZones are encountered for moderately relevant, interesting and enjoyable butrnchallenging contents and passive learning experiences.rnAccordingly, the findings from this exploratory study suggest issues like: thernneed of reinforcing the existing favorable attitudes towards the subject; the need ofrnbeing aware of the problems that come from introducing the concepts too early; thernneed of employing active instructional strategies to ensure student learning, and thernneed of authentic, and valuable atmosphere for two-way classroom interaction