Social studies promotes civic competence by equipping students with the knowledge, values, beliefs, attitudes, and skills needed in a democratic society (Allen & Stevens, 1998; National Council for the Social Studies [NCSS], 1994). However, the multidisciplinary characteristics of civic issues entail an integrated curriculum covering different aspects of human social behavior (Naylor & Diem, 1987; NCSS, 1994). Therefore, social studies draws its content mostly from various social sciences such as anthropology, economics, geography, history, political science, sociology, and so forth (Martorellla, 1998; NCSS, 1994; Turkish Ministry of National Education [MoNE/MEB], 2018; Turner, 2004), which makes it "the most inclusive of all school subjects" (Ross, 2001, p. 19). This study investigated the interest of preservice teachers in the core social science disciplines covered in the social studies curriculum; namely, economics, geography, history, political science, and sociology (Maxim, 2006; MoNE/MEB, 2018; Turner, 2004) and preservice teachers' planned teaching efforts for social studies topics associated with these disciplines.