This research supports the on-going national research that has accompanied the development and implementation of the New Zealand Ministry of Education's social studies curriculum exemplars (2004). A social studies exemplar is a sample of authentic student work annotated to illustrate learning, achievement and quality in relation to levels 1- 5 of Social Studies in the New Zealand Curriculum (SSNZC, 1997). The aim of the research was to support teachers to implement the social studies curriculum exemplars in informed ways by encouraging and promoting the use of the social studies exemplars as models of quality social studies teaching. This small scale qualitative research was undertaken by a syndicate of four Years 5/6 teachers and the researcher. The four primary teachers assumed roles of teacher-researchers and worked together collegially with the researcher within a community of practice to co-construct the research process. The research involved incorporating aspects of the exemplars into their social studies programmes during 2006. The community of practice engaged in regular collegial conversations relating to the exemplars. Three of these narratives were taped semi-structured conversations captured in situ. Transcripts of student-teacher conversations were collected, analysed and commented upon to provide some information about student learning outcomes in relation to the exemplars. The notion of reciprocity underpinned this research, since it involved the researcher being willing to contribute to the research in return for the teachers' time and involvement in the study. The support and guidance provided by the researcher was provided as an outcome of her experience in teaching social studies for the School of Education. The research takes into account contemporary ideas about learning and teaching theory, as well as the nature of social studies pedagogy. It examines the implications of sociocultural processes for learning with its emphasis on interaction and collaborative learning iv environments. The research context and the methodology were informed by new understandings about the empowerment of teachers implementing their own professional development and conducting research into their own practice. This research makes a contribution to the field of social studies curriculum and wider professional contexts by informing pre-service teachers' understandings of the intent and use of the New Zealand Ministry of Education's social studies curriculum exemplars. Additionally, it supports in-service social studies professional development, illustrates processes around communities of practice and exemplifies social studies pedagogy.