In this study, in which the use of historical novels by Social Studies teacher candidates was examined over lesson plans, the ability of tea cher candidates in preparing lesson plans with various sources was also observed. The study was designed by using the Case Study Design, which is one of the Qualitative Research Methods. The Document Review Technique was also used in the study. The data co llected in the study were examined with the Descriptive Analysis Technique. 12 female and 18 male teacher candidates were included in the study, which made a total of 30 participants. 10 of the historical novels which were read by the teacher candidates we re used in the study. The data collected in the study showed that teacher candidates preferred to use historical novels mostly in teaching history topics in the social studies classes. They also used Visual Reading Technique as well as Individual and Group Treading Techniques in associating the historical novels with the classes. They also included Creative Writing (letter, story formation, story completion, poems, drawings, and compositions) to reinforce reading activities. It was also determined in the st udy that historical novels affected the methods and techniques that were selected for teaching the acquisitions of the lesson. It was also observed that teacher candidates made quotations from historical novels in teaching the values process; however, they did not use any other value teaching methods besides Suggestopedia. Some mistakes that stemmed from the lack of pedagogical field knowledge of the teacher candidates were also observed in the lesson plans that were prepared by them by making use of histor ical novels. In this context, Action Research may be conducted to improve the skills of teacher candidates in using sources and materials aside from the course books.