The purpose of this study is to determine the Technological Pedagogical Field Knowledge (TPFK) levels of social sciences teacher candidates, and examine their competencies in integrating their technological pedagogical field knowledge with their classes in a multiple manner. The “Technological Pedagogical Field Knowledge (TPFK) Scale of Social Sciences Teachers”, which consisted of 7 factors and 37 items in the form of 5-Point Likert Scale, and the Interview Form were used in the study as data collection tools. The participants of this study, in which the Combined Research Model was used, were the senior class teacher candidates of Social Sciences Education Department in 2015/2016 academic year. In the analysis of the data, the statistical values which included percentages, frequencies, arithmetic average values were investigated; the relation between the sub-dimensions of the TPFK were examined, and the ttest was used for paired comparisons. In qualitative analysis, semi-structured interview forms were used to interview the teacher candidates in accordance with the sub-dimensions of TPFK. According to the data obtained in the study, there was a low-level relation was found between technological knowledge and pedagogical knowledge of the social sciences teacher candidates; a medium-level relation was found between technological knowledge and field knowledge; and a high-level relation was found between field knowledge and pedagogical knowledge. When the technological pedagogy and field knowledge dimensions of the social sciences teacher candidates were examined, it was observed that no significant differences were detected between the variables like gender, active computer use, active internet use, and the school graduated from. The results of the analyses obtained in the interviews also support the statistical data.