The purpose of this study is to examine the relationship between social intelligence levels and communication skills of pre-service social studies teachers. In the content of the study, the relational screening model, which is one of the descriptive survey models, has been used. The sample of the survey consists of the third- and fourth-year students who study Social Studies Teaching at Faculties of Education at Mugla, Usak, Afyon and Aksaray Universities in the academic year of 2017-2018. The sample of the survey has been determined by means of convenience sampling. In this study, the unpaired t-test, the one-way analysis variance (ANOVA), the Scheffe and Games-Howell test have been used. In order to reveal the relationship between social intelligence levels and communication skills of pre-service social studies teachers, the Pearson product-moment correlation analysis has been used. As a result of the study, it has been found out that pre-service social studies teachers demonstrate "high" communication skills, but "moderate" social intelligence. It has also been determined that there is a moderate, linear, positive and meaningful correlation between the communication skills and social intelligence levels of pre-service social studies teachers. In addition to these, the results reveal that communication skills and social intelligence levels of pre-service teachers differ to a significant extent according to factors such as gender, universities they attend and the number of books they read per month. On the other hand, their age and grade did not cause significant difference in the communication skills and social intelligence levels of pre-service teachers. [This study was presented at the USBES 7th International Social Studies Education Symposium.]