The aim of this study is to investigate the effect of cooperative letter and cooperative poster studies on the academic achievement of social studies teacher candidates in contemporary world history course and the relationship between learning writing and course success. In the research, quantitative model was adopted and quasi-experimental design with pretest-posttest comparison groups was used. The study group of the research consists of 78 social studies teacher candidates studying at Atatürk University in the spring semester of 2019-2020. In the research, academic achievement test, letter and poster evaluation rubrics were used as data collection tools. Independent groups t-test and dependent groups t-test were used in the analyzes. As a result of the research, it was determined that cooperative poster and cooperative letter applications are significantly effective in improving the academic achievement of teacher candidates. It was determined that there are no significant difference between the academic achievements of teacher candidates who do different types of writing, but their letter writing skills are significantly higher than their poster preparation skills.