This study aims to reveal Social Studies Teachers' opinions on Authentic Learning experiences. The participant group consists of 13 Social Studies Teachers, 10 of whom are male and 3 of whom are female. A semi-structured interview form consisting of 8 questions was used throughout the study. The obtained data were transcribed and analysed by the researchers using the descriptive analysis method. The analysed data were examined by two experts specializing in the field. According to the feedback received, corrections were made at the point of coding the data. According to the results of the study, it is seen that teachers predominantly define the Authentic Learning Approach with the expressions of "learning by doing and experiencing", "learning in everyday life" and "applied education". Teachers stated that they conducted learning activities with the Authentic Learning Approach under 12 different topics. All of the participant teachers are of the opinion that the implementation of the Authentic Learning Approach contributes to the success of the students in terms of providing "active learning", "increasing interest in classes" and "learning by doing and experiencing" opportunities, as well as improving students' "self-confidence" and "self-expression". Participant teachers rated the Authentic Learning Approach positively in terms of providing "permanent" and "active" learning and negatively in terms of being "time-consuming" and "needing a special environment". Participant teachers believe that the processes of “obtaining permits from governmental authorities" and "problems experienced with the school administration" make the process more difficult when implementing the Authentic Learning Approach. Participant teachers advise teachers, who are going to employ the Authentic Learning Approach in their teaching classes, to prepare a "good plan" where the teacher will be the "guide" and the student will be the "active" and they (participant teachers) also associate the success of the approach to "teamwork". It is suggested that teachers, who are interested in developing themselves in the Authentic Learning Approach, should be supported through field studies and workshops, and that school administrations should be encouraged to act as pioneers for teachers and work together with teachers in obtaining governmental permits and in preparing Authentic Learning environments for students with public and private institutions outside the school.
