In this study, it was aimed to examine, compare and evaluate Social Studies teacher programs in 2006 and 2018. For this purpose, the innovations brought by the 2018 program were tried to be revealed. In the research, document analysis technique which is one of the qualitative analysis methods was used. Document review covers the analysis of written materials containing information about the facts and events aimed to be investigated. In the research, "Social Studies Education Undergraduate Programs" prepared by the Council of Higher Education in 2006 and 2018 were accepted as basic data sources and examined. Within the scope of the work, the professional knowledge, field education and general culture courses, course hours, numbers, credits, theory and practice, the ratios of compulsory and elective courses have been analyzed comparatively. In addition, discussion and recommendations are presented based on new findings on the strengths and weaknesses of the Social Studies Teacher Education Undergraduate Program. As a result of the research, it was concluded that the 2006 program was prepared with an approach that prioritizes theoretical knowledge and general culture while the 2018 program prioritizes field knowledge and more teaching profession knowledge. In the new program, while the practice courses were reduced by half, the percentage of field education and general culture courses was reduced, and the percentage of professional knowledge courses was increased. In addition, the number of courses, credits and course hours was reduced. The number of elective courses has been increased and diversified. In compulsory courses whose names were changed, although most of the contents are the same, partial changes are observed.