This study aimed to examine the introspection process and difficult issues revealed in social studies instruction of beginning teachers, particularly the minority lesson practice that appeared along with changes in Korean society to understand the significance of social studies lesson for beginning teachers. This study analyzed related narrative of a beginning teacher S such as lesson visual and transcribed data and a record of conversation with fellow teachers to obtain following results. First, beginning teacher pays attention to the type of various minorities presented in textbook and utilizes role play record data as an alternative for not only fulfilling students' interest but also overcoming limited time. Second, minority lesson of beginning teacher focused on the reason for teaching about minorities by going beyond instructing about who are minorities. Third, minority lesson of beginning teacher is not a lesson for recognizing the concept of minority but an education for democratic citizen of confirming the prejudice and stereotype of our society through the lives of learners associated with minorities and inducing the improvement of such prejudice and stereotype. Fourth, beginning teacher recognizes through minority lesson that social studies lesson is an important educational activity of inducing interest in humans and social participation. Such findings show that beginning teacher experiences difficulties not only in the task of selecting suitable activities that induce students' interest within limited time but also throughout the entire process of showing various lives of our society. This is the process of the effort to teach living knowledge that induces students' sympathy and social participation.