The research was carried out with 41 people educated in Ege University, Faculty of Education, Social Studies Teacher Training Department during the fall semester of 2015-2016 academic year. Quasi-experimental design was used in the study. Within the scope of the research, prospective teachers were taught learning strategies lasting for ten weeks. The effectiveness of the training was determined through interview forms, "Learning Strategies Training Assessment Questionnaire" prepared by the researchers, and also by "Motivated Strategies for Learning Questionnaire" (Büyüköztürk, Akgün, Demirel and Özkahveci, 2004). As a result of the research, a significant increase is observed in the level of use of rehearsal, metacognitive, elaboration, regulation, peer learning strategies of teacher candidates. There have been seen no differences in the dimensions of time management, critical thinking, help seeking, as well as effort management.