One of the important reforms introduced in the Social Studies Curriculum in 2005 was student workbooks. In the curriculum, it is aimed to use the student workbooks which are prepared in line with the objectives given in the curriculum according to each grade level, revealing the students' learning levels and including various kinds of assessment and evaluation tools and methods related to the subjects, as supplementary materials for the textbooks. With the Social Studies Curriculum that started to be implemented in the 2017-2018 academic year, the usage of student workbooks was terminated and the contents of the books were integrated into the textbooks. In this context, the first application at the secondary school level was realized in the 2017-2018 academic year and a single textbook was started to use in the 5th grade of the secondary school. In the 6th and 7th grades of the secondary school, since the 2017 curriculum has not started to be implemented yet, in accordance with the former curriculum (2005), student workbooks along with textbooks continued to be used. This situation raises the question of how the teachers meet the lack of student workbooks and how these problems are solved. The aim of this study was to reveal the perceptions of social studies teachers about the abolition of student workbooks. Phenomenology method was used in the study within the scope of qualitative methodology. The participants of the study involved social studies teachers who taught social studies course in line with former and new curricula in 2017-2018 academic year working in Corum province and its districts. Semi-structured interview form was used as the data collection tool. The collected data were analyzed with content analysis. As a result of the study, it was found out that social studies teachers saw the student workbook as a lesson tool that provides repetition of the subject with activities, that these books were useful for providing permanent learning and homework, that they had time difficulties in implementing all the activities in the book and that they could not benefit from these resources sufficiently in the lessons. In addition, it was determined that although the majority of the teachers found the abolition of student workbooks positive, they found the textbooks prepared to be insufficient. Also, they solved the deficiencies caused by the abolition of these books by using different methods and finally they could not provide a clear consensus on the abolition of the student workbooks.
