The purpose of this study is to examine the role of argumentative writing in teaching controversial issues in Social Studies education. We employed the convergent design as a mixed-methods approach. The sample consisted of 49 prospective social studies teachers. Data were collected through an attitude scale towards controversial issues, semi-structured interview forms, focus group interviews, and respondents' diaries. The respondents were also asked to write argumentative essays on particularly controversial issues (i.e., brain migration, technology, nuclear energy, and different types of government) in the Social Studies course. The written tasks were evaluated throughout the period. Descriptive and predictive analyses were used to examine the quantitative data, while content and descriptive analyses were performed for the qualitative data, which were additionally analysed using MAXQDA 2020. A statistical significance was found between the respondents' pre-test and post-test scores regarding controversial issues. It appeared that drawing on controversial matters was effective in developing certain skills such as researching, critical thinking, recognizing one's own opinions, respecting different opinions, using scientific evidence, and making assessments. We believe that argumentative writing plays a critical role in developing these skills, which are likely to come out while teaching controversial issues. It could be assumed that writing argumentative essays is an alternative way for teachers to create a democratic classroom atmosphere while teaching controversial issues.