The primary school teachers' pedagogical competencies in planning their teaching of integrated social studies subject in Rungwe district Tanzania was investigated qualitatively in this study. The study adopted a case study design where six primary schools teachers teaching integrated social studies subjects were purposively selected. The study used interview and documentary review to collect data. The data were then examined using thematic content analysis. The findings show teachers' pedagogical competencies influence planning teaching and delivery instructions; however, primary school teachers lack pedagogical capability when planning pupils' learning. Thus, to improve the planning of integrated social studies subject teaching, capacity building to teachers on proper knowledge and pedagogical competencies is crucial.