This study aimed to determine the opinions of social studies teachers about web 2.0 tools, which have become widespread with the transition to distance education due to the Covid-19 pandemic. A case study design, which is one of the qualitative research designs, was employed in this study. The study group of the research consists of 20 volunteer social studies teachers who are working in public secondary schools affiliated to the Ministry of National Education in the 2021-2022 academic year. The data of the research were collected through an open-ended form prepared on Google Forms. The data obtained in the research were analyzed using content analysis technique. Based on the findings obtained from this study, it was concluded that the teachers agreed upon the fact teaching the subjects containing abstract concepts would be more efficient and more permanent learning would be realized if supported by web technologies. In line with the opinions of the teachers, they stated that they believe that the distance education process is good for individuals with access to technology, but inefficient for students who do not have the same opportunities. On the other hand, examining the level of teachers' knowledge and use of web 2.0 tools, it was revealed that teachers working in the eastern provinces in terms of the province/district of service spent the distance education process more inefficiently compared to the western provinces in terms of the goals expected to be gained by the students. Findings showed that the participants mainly found web 2.0 tools useful in terms of developing digital literacy skills, as one of the 21st century skills.