Highlighting the individual characteristics in the teaching process required the use of many different methods. One of these methods is the interdisciplinary thematic teaching approach. In this approach, a teaching process is designed according to the interests of the students by identifying a common theme. The factor that makes interdisciplinary thematic teaching different from other methods is that it allows making connections by using the knowledge and skills of different disciplines effectively in the teaching process. This situation increases the interest of students in courses and helps them to realize more permanent learning by establishing connections between the subjects. The aim of the study carried out in this direction is to examine the 7th-grade acquisitions in the Social Studies Curriculum in terms of interdisciplinary thematic teaching understanding. The qualitative research method was used in the study, and the data obtained were analyzed through document analysis. In the research, the curriculum of Social Studies, Science, English, Mathematics, Religious Culture and Ethics, Music, and Visual Arts courses published in 2018 and the curriculum of a Turkish course published in 2019 were used as data collection tools. The data were analyzed by descriptive analysis. In the study, the results related to the courses and course outcomes in which the acquisitions in the 7th grade Social Studies Curriculum are compatible in terms of the interdisciplinary thematic teaching approach were interpreted by giving tables. As a result of the examination of the 7th grade Social Studies course outcomes, it was seen that the most associated course in terms of interdisciplinary thematic teaching approach was Turkish, while it was concluded that there are no associations with English, and Religious Culture and Ethics course outcomes. In the analysis of Social Studies course learning areas, it was concluded that the most associations can be made in the learning area of "People, Places and Environments" in terms of interdisciplinary thematic teaching understanding. It has been concluded that the achievements in the "Production, Distribution and Consumption" and "Active Citizenship" learning areas cannot be associated with other courses.