Schools are the significant places where new information and skills are obtained and practised. There are some problems in the social and educational development of organizational activities learned at schools. Change, share and distribution of knowledge, transfer of knowledge to students, fruitful and effective use of organizational aims, production of organizational intelligence and organizational knowledge, socialization, management, information management strategies, school culture, understanding of systemic thinking, school climate, team work, democratic environment, communication, motivation, performance activities, politics, curriculum, professional development and economic sources are factors of organizational learning in school functions. The objective of this study is to determine the views of teachers of social studies and administrators relating impediments of organizational learning. This research employs a descriptive research method as the survey model. Required data were gathered through a questionnaire and the results were assessed through descriptive statistics method. The population of the study is composed of the teachers working at the primary schools of the Ministry of National Education. The study was conducted with 100 randomly-selected teachers teaching the social studies lessons in the 4th, 5th, 6th and 7th grades at 10 schools in Erzurum, Turkey. The research utilises a questionnaire as a means of data acquisition, which intends to identify organisational learning impediments of the social studies teachers. The statistical analysis of the quantitative data gathered by the research is conducted on computer by SPSS (Statistical Program for Social Sciences) 15.0. It was observed that many factors affect organizational learning skills. The following questions were answered in relation with this issue: (1) What is the present situation of social studies teachers in school teams in terms of their participation in tasks for the innovation and change? (2) What is role of social studies teachers and administrators in peer observation and sharing of professional ideas as a part of school life? (3) What are the organizational impediments according to social studies teachers and administrators? According to social studies teachers, there are differences within both educational and organizational experience sharing with respect to planning, collaboration, knowledge sharing, team work, professional development and communication structure. Therefore, institutional and educational politics should be developed in order to maintain general organizational skills of schools and eliminate dissatisfaction. (Contains 3 tables.)