Depending on the advances in science and technology in the 21st century, countries have applied to new applications to increase the share of information and communication technologies in their education systems. Türkiye has aimed to increase the weight of technology in education even more with the Movement of Enhancing Opportunities and Improving Technology (FATİH) Project since 2012. In this context, Educational Informatics Network (EBA) has played an important role in the Turkish education system. The aim of this study is to explore how and to what extent EBA is used in Social Sciences teaching. The data were collected by semi-structured interview method in this qualitative study. The data were analyzed by content analysis and the results were supported by direct quotations. The study group, which was determined according to the purposeful sampling method, was selected from the teachers working in public schools affiliated to the Ministry of National Education in the province of Tokat. Considering the findings obtained from the research, EBA is mostly used to determine the learning deficiencies of the students in the conclusion and evaluation phase of the course. Although EBA positively affects the learning process of students, it does not include sufficient content according to Social Sciences teachers. Teachers think that the attractiveness of the activities in the content and the number of visuals should be increased to use EBA more efficiently in the courses. The most important factor that negatively affects the use of EBA in schools is the internet speed and its continuity. According to the the results obtained with the semi-structured interview form, unlike the results obtained with the questionnaire, Social Sciences teachers think that EBA is sufficient in terms of content, and they reported the use of EBA at every stage of the lesson.