This study examined the pedagogical challenges and perceived effectiveness of teaching methods in Social Science education among secondary school teachers in Cabarroguis District, Schools Division of Quirino, Philippines. Anchored in constructivist and social constructivist theories, the research aimed to identify key instructional difficulties, evaluate current teaching practices, and determine differences in challenges when respondents were grouped by demographic variables such as age and teaching position. A quantitative descriptive-inferential research design was employed, utilizing a structured 4-point Likert-scale questionnaire administered to 35 randomly selected teachers from ten public and private secondary schools. Findings revealed that respondents generally agreed on experiencing moderate pedagogical challenges, particularly in terms of limited instructional materials, inadequate facilities, insufficient training in innovative teaching methods, low student motivation, and curriculum constraints. Despite these challenges, teaching methods were perceived as effective overall, with student-centered and interactive approaches rated as very effective compared to other strategies. Results also indicated that teachers did not strongly perceive technology use, flexible learning, and addressing diverse learners as major challenges; however, professional development remained a significant concern. Inferential analysis using the Kruskal-Wallis test showed statistically significant differences in technology-related challenges when grouped by age and teaching position, highlighting disparities in digital competence and access. The study concludes that improving Social Science education requires strengthened teacher training, enhanced resources, and supportive institutional policies. These findings provide valuable insights for educators, school leaders, and policymakers in designing targeted interventions aligned with national and global education goals.