In present study, in which pre-service social studies teachers’ perceptions of cultural difference, intercultural sensitivity and their views on intercultural education were examined, case study method was used. The participant group of the study consists of 10 volunteer 4th graders pre-service social studies teachers studying in 2017-2018 academic year. The study data were collected with a semi-structured interview form and analyzed by content analysis in NVivo 10 program. According to the findings obtained from the research, it was concluded that pre-service teachers perceived cultural difference generally in the context of race and belief, and intercultural sensitivity as being respectful and tolerant to other cultures and they displayed positive attitudes towards individuals from other cultures. However, it was determined in the research that the courses in the undergraduate program did not have enough effect on pre-service teachers’ developing positive behaviors towards individuals from other cultures. It was observed that the university environment and living together with individuals from other cultures were more effective in developing positive behaviors of the pre-service teachers. In addition, it was determined in the study that that the pre-service teachers developed both positive and negative perspectives on intercultural education, which they considered important in terms of social studies course. Pre-service teachers were positive to intercultural education in terms of contributing to living in harmony; on the other hand, they were negative about it because of the concern that it might move individuals away from their own culture. Furthermore, the research revealed that the pre-service teachers did not have enough information about intercultural subjects/achievements in the program they were studying, they did not have enough knowledge about active learning method and strategies that could be used in classroom environments with intercultural diversity and they needed professional development in this regard. At the end, based on present study and other research results some suggestions were made for pre-service teachers to receive pre-service training in the dimensions of designing, applying and evaluating the learning-teaching process suitable for the classroom environments with cultural diversity.