This research report from the National Council on Teacher Quality (NCTQ) examines how undergraduate elementary teacher preparation programs develop candidates’ content knowledge in science and social studies. The report connects this preparation to reading comprehension, noting that students’ ability to understand increasingly complex texts depends in part on the background knowledge they develop across subject areas. An analysis of 437 programs found that although 84% of institutions offer coursework covering most of the science and social studies content identified as essential, only 3% require candidates to take courses that collectively address the full range of recommended topics. The report identifies economics, world history, and engineering as areas where coverage is particularly limited and suggests that programs may be able to address some gaps by drawing on courses already available within their institutions rather than creating new ones. The report and its Content Coverage Tool may help educator preparation faculty examine how program requirements support candidates’ content knowledge.