Many individuals have been considered in disadvantaged group status due to their specific qualities. These individuals' participation in educational processes requires a special effort. This study is to evaluate history curriculum in theory in terms of disadvantaged groups and to learn history teachers' opinions considering their approaches and experiences towards the disadvantaged groups in practice. The study adopted qualitative research method and it was designed as case study. Firstly, history curriculum was examined and the statements about disadvantaged groups in the curriculum were explained via descriptive analysis. Then, 11 history teachers were interviewed in 2019 with the semi-structured interview form developed by the researcher and the data obtained were analysed via content analysis. It was found that history curriculum included indirect emphases about the disadvantaged groups and history teachers were given the responsibility for the inclusion of students with different qualities in learning processes. It was determined in the interviews carried out with teachers that they had limited knowledge about the disadvantaged group and the individuals in this group, what they understood from the concept was multi-cultural individuals and the disabled, communication was the biggest problem experienced with the disadvantaged students, and teachers carried out mostly student-centered activities in order to overcome such obstacles. Disadvantaged status is not a condition that is usually in an individual's power. In addition to this, education is the right of these individuals. The disadvantaged students must be enabled to engage in educational processes more effectively. History courses are the available field in this regard. Studies must be carried out about the effective and active participation of disadvantaged groups in history education activities. The good examples in Turkey and in the world must be followed and the researchers and educators must gain an access to these examples.