The aim of this study is to understand how fieldwork is perceived in the educational field and how they can be integrated into education. To explore the perceptions of pre-service social studies teachers on fieldwork, Q methodology was employed. The participants were 17 voluntarily participating pre-service social studies teachers from a 'Culture and Society' course in the Department of Social Education. Data were analyzed using Q-Method Release 2.35. Based on the analysis of the data and in-depth interview materials, the researcher interpreted the data. This led to the identification of various perception types among pre-service social studies teachers, which could be categorized into four main types: 'Capability Enhancement Type', 'Challenging Growth Type', 'Practical Experience Type', and 'Practical Limitation Recognition Type'. Each type reflects the educational value of fieldwork and the limitations encountered during implementation. The results of this study contribute to the understanding of the significance and value of fieldwork in an educational context. This study emphasizes the need for developing specific lesson designs and execution strategies that consider the diverse perception types of fieldwork to enhance learners' creativity, self-directedness, and problem-solving skills. Furthermore, it highlights the importance of establishing systematic response strategies to the challenges faced during the execution of fieldwork activities.