The problem of combined classes is still present to this very day. Unfortunately, this problem is still being underexplored. The teachers encounter a variety of difficulties in work, especially young teachers who are being prepared to work in non-combined class departments. Combined classes consist of two, three or four classes led by one teacher. They are most commonly encountered in branch schools which are located in rural areas. A teacher working in a combined class is required to have a great deal of ability, knowledge and effort in order to prepare a quality teaching process. The teacher is confronted with a series of requirements and problems that he has to find a solution to, usually by himself. All the problems are even more conspicuous because there is almost no professional literature regarding the subject. The organization and implementation of the teaching process in combined classes is extremely difficult, as the teacher must allocate the class hour equally to all classes. This paper deals with the issues of teaching Science and Social Studies in combined classes. For this purpose, the structured interview method was applied. This interview was conducted at the end of the school year of 2018/2019. It included 12 teachers, both male and female, teaching in combined classes. The research participants are employed in branch schools; Budaševo-Topolovac-Gušće Elementary School and the Mladost Lekenik Elementary School, both of which are located in Sisak-Moslavina County. The results have indicated the organizational specifics as well as the advantages and disadvantages of working in a combined class. The assumption that teachers working in combined class departments are not being given sufficient attention in terms of professional developments was also confirmed. Examples of professional-pedagogical documentation of combined class departments and a written preparation for teaching Science and Social Studies in a four-class combination are also an integral part of the paper.