Associating knowledge with daily life leads to permanent knowledge, which increases students' success in school. Drama is viewed to be one of the most effective methods that serves a purpose, and many researchers have determined that this method must be included at all levels of education. There are not much studies on social studies teachers' knowledge, opinions and suggestions about drama method. Hence, the purpose of this study is to seek social studies teacher' opinions on implementing drama as a teaching method. Phenomenology, one of the qualitative research designs, was used to collect data in the study. The research was carried out with 16 Social Studies teachers out of 22 Social Studies teachers working in 15 out of 39 secondary schools located in the city centre of Kirsehir. They were chosen on a voluntary basis in 2012-2013 education year, with simple random sampling. The data were collected with semi-structured interview form in the study. The semi-structured interview form used in the research consists of six open-ended questions which include the knowledge, opinions and suggestions of Social Studies teachers about drama method. Inductive analysis, one of the content analysis, was used to analyse the data obtained in the research. It was revealed in the research that the teachers were not aware of the stages of drama, and they only implemented drama method as a method in which students memorize the roles they are assigned, act the roles on the stage in front of the audience either by reading from a piece of paper or reciting. It can be stated that the teachers only used the enacting stage of drama method. The teachers stated the problems which they encountered while implementing drama method as follows: lack of course hours, too much noise and overcrowded classrooms. For using drama method more effectively in Social Studies teaching, the teachers suggested that first classrooms for social studies should be established.