Just like it is the reflex of each nation to teach its own history to the next generations, it is essential that our country is also able to identify the sufficiency level of the Turkish history within the framework of developing a programme. Through this study, the parallelism between the social studies teaching programme within the education process and the textbooks and the instructors' views regarding the way the Turkish history subjects are presented and the discussion of solution suggestions about these issues is aimed. Towards this end, the opinions of the instructors of Social Studies have been taken. In the study, questionnaire technique is used, and it has been established that the Cronbach alpha reliability coefficient of the scale is 0,89 (a = 0,89), and the results obtained from the scale have been analysed and interpreted through SPSS 15. The Social Studies teachers make up the universe of the study, and the instructors who teach 6th and 7th grade social studies in some towns of the city of Istanbul comprise the sample of the study, who were chosen by means of random method. According to the results of the study upon the views of the Social Studies teachers, it is realized that the textbooks of the Turkish history subjects and the way they are presented in the education programme and the methods and techniques employed in this issue are insufficient, and that the teachers fail to pay enough attention to benefiting from films, documentaries and various literary products throughout the education-teaching process. In the research, it is emphasized that students are particularly more interested in the history of the Ottoman Empire and the recent history, that the instructors are inadequate in terms of making use of the additional materials in the education-training processes, and that the textbooks fail to provide sufficient suggestions about the use of various teaching strategies in the education-teaching processes. In the textbooks, which are indispensable for the education-teaching processes, the materials that address the learning styles of students are not included sufficiently.