Migration and asylum are the subjects of social studies education since these concepts are social phenomena. In this respect, it is important that the content of the social studies course properly covers the subjects of migration and asylum, and the social studies education is carried out under this scope. This study aimed to examine social studies education in the context of the subjects of migration and asylum. For this purpose, the views of social studies teachers working in different cities of Turkey were consulted. The phenomenological design was used in this study, which is aimed at examining teachers' views. The maximum variation sampling method, one of the purposive sampling methods, was used to determine the study participants. A semi-structured interview form consisting of six questions was used to collect the data. The content analysis method was used to analyze the data. The results of the study show that teachers hold the following views: Social studies textbooks and curricula are not effective in teaching migration and asylum issues and need to be redesigned, social studies course plays an important role in teaching migration and asylum issues to students, and social studies is an important course in terms of social integration of asylum seeker students. Various suggestions were made to the researchers and the education institutions based on the findings of the study.