The main purpose of this study is to identify prospective social sciences teachers’ views about the use of creative drama in social studies social lesson. The study group consists of 21 students from the fourth grade in Recep Tayyip Erdogan University Education Faculty Social Studies Education Department during the 2014-2015 academic year. For this purpose, an open-ended semi-structured interview form was developed by researchers in reference to the literature. The data obtained from interviews were analysed utilizing descriptive analysis techniques. According to the study results, prospective teachers think that creative drama education is effective. They also think the method will contribute to permanent learning as well as develop self-confidence, questioning skills, imagination development, edutaining, lasting learning, empathy, group responsibility, collaboration, socializing, development of social skills, psychomotor skills development, cognitive skills development, strengthening student-teacher relationship, drawing attention to the lesson, communication skills, speak effective speech, creativity, interaction, sharing, concept teaching, feeling discharged, and acquisition of self-expression skills. Also, participants’ views were noted relating to difficulties encountered in the use of creative drama method. In this context, the participants think that they may not cover the curriculum due to creative drama practices, it could only be considered as a game, the lesson duration is inadequate, it might not be applied effectively in large groups, class management could be difficult, and it may not be suitable for every subject. In addition, they stressed that creative drama classes should be included in the curriculum starting from the first semester instead of last semester for effective use Social studies is defined as an elementary course designedaccording to the public education approach (MEB, 2005) in order tohelp individuals perform their social existence, which reflects socialfields such as history, geography, economics, sociology, anthropology,psychology, philosophy, political science and law and civics; combiningunder one theme or unit of learning areas; and studies humaninteraction with the social and physical environment in the past,present and future. It is a curriculum which, in order to improveknowledge, skills, values and attitudes of elementary students in thechanging and constantly evolving world order, borrows its contentmainly from social sciences and humanities and refers to all kinds ofdisciplines and fields regarding human beings as necessary (Sever,2015). Creative drama is one of the effective methods used in education,particularly in social studies education, which helps individualscommunicate with others, learn with fun and notice and solve problemsaround them. Departing from the foregoing, present study was designedto identify opinions of prospective social sciences teachers on the use ofcreative drama in teaching of social sciences. The research was carried out as a case study. For data collection,a semi-structured interview form was developed by researchers. Theform consists of open-ended questions for addressing to participant preserviceteachers. The study was implemented at Recep Tayyip ErdoganUniversity Education Faculty Social Studies Education Department.The sample group consisted of 21 students attending the fourth gradeduring the 2014-15 academic year. The participants were selectedamong those that had completed drama course during early years ofundergraduate education.In the study findings, the participants’ opinions were groupedunder five main themes: efficacy of the creative drama lesson taken, theuse of the creative drama in social studies lesson, the potentials ofcreative drama lesson to be acquired by students, probable challengesto be encountered in using creative drama in the course, and effectiveuse of creative drama method in social studies lesson. Duringpreparation of the interview form, reference was made to the relevantliterature by researchers as well. Then, the form was revised by twoexperts before pilot implementation. Collected data were analyzed withdescriptive analysis technique. For data analysis, the interviewresponses were examined and coded separately by both researchers.In relation with teachers' views on the effectiveness of the creativedrama courses studied during postgraduate education, it was found outthat all participants find the creative drama education effective. Theyalso stated that they could obtain many outcomes thanks to thismethod. Particularly, some participants stressed that creative dramashould be included in the curriculum receiving more emphasis from thefirst year. In this context, the views of surveyed teachers showed thatthey think the creative drama classes are effective.Secondly, analysis of the prospective teachers' views on the use ofcreative drama in social studies lesson revealed that the participantshave a positive opinion on this issue. Moreover, they stated that creativedrama method contributed to permanent learning, fun learning, activeparticipation, recognition of the self and the environment, learning bydoing and experiencing, drawing attention to the course, participatingeagerly in the lesson, developing communication skills, and acquisitionof creativity skills. Also consensus was found among respondents thatsocial studies course and creative drama have certain outcomes incommon.Examination of the views on potential outcomes of creative dramalesson in social sciences course revealed that the participants thinkthey could acquire certain skills through creative drama. These skillsincluded self-confidence, questioning skills, imagination, fun learning,permanent learning, empathy, group responsibility, collaboration,socialization; improving social skills, psychomotor skills, and c