The purpose of this study was to make an evaluation of teachers' classroomrnperformances in implementing the new social studies syllabus of grades 5 and 6 inrnSouth Gondar. Attempts were also made to identify some factors that influencernteachers classroom performances.rnData regarding teachers' classroom performances were obtained from the 16rnsample schools that were selected using multi-stage cluster sampling techn ique.rnWithin these schools all social studies teachers of grades 5 and 6 (32 in number), 16rnschool directors, and 16 school pedagogical center coordinators were taken asrnsources of information. Questionnaires, observation rating scales and interviewrnschedules were the instruments of data collection. The data gathered through theserninstruments were analyzed using percentage, mean score, chi-square, correlationsrnand simple regression.rnThe findings indicated that a large proportion that is 47.66% and 17.19% of thernsocial studies teachers were found to be "low" and "very low" re spectively in view ofrnthe general teaching characteristics. On the other hand, a relatively high level ofrnteachers' classroom performance was found out in the skills of classroomrnmanagement, in which 37.5% of the teachers were rated as "h igh" and 13.28% ofrnthem as "very high". The re sults of the study also show the wide gap between thernactual teaching of social studies and the techniques of teaching suggested by thernsyllabus. Although the dominantly suggested teaching techniques of social studiesrnsyllabus are inquiry, group discussion and written reports , their implementation is veryrnminimal in that the observed teachers appear to use the lecture method only.rnA moderately positive relation (r=0.46) was found out between teachersrnattitude toward the syllabus and their classroom performance. The regress ion resu ltrnmade clear that the attitude of teache rs toward the prescriptions of social studiesrnsyllabus accounted 21.4% of the variation in their classroom performance. Significantrndifference was also obtained between more experienced and less experiencedrnteachers in classroom performance. The findings further indicated that some factorsrnsuch as overcrowded classrooms, absence of teachers' participation in workshopsrnand seminars, delay in the delivery of textbooks and other teach ing-materials,rninadequacy of periods alloted, inadequacy of teaching aids and curricu lum materialsrnappear to have contribution to the ineffectiveness of teachers in the implementationrnprocess of social studies syllabus.rnBased on these findings and the conclusions drawn, related recommendationsrnregarding the improvement of teacher training and the provision of the neces saryrninstructional materials were forwarded .