This study examines teachers' perspectives on using local folk stories and narratives in social studies education. Utilizing a qualitative research approach and a phenomenological design, semi-structured interviews were conducted with 16 social studies teachers working in middle schools in the central district of Elâzig, Turkey. The findings indicate that local folk stories positively affect on the preservation and teaching of cultural heritage, enrichment of teaching materials, increase in student participation and motivation, development of critical thinking skills, and reinforcement of language and communication skills. Teachers noted that local stories strengthen students' cultural identities and enhance their interest in lessons. However, teachers observed various challenges such as finding materials, time management, language difficulties, and effective use of technology. Teachers developed strategies to overcome these challenges, such as collaborating with local libraries, planning lessons thematically, and employing interactive learning methods. In the future, increasing digital integration, restructuring the curriculum, and continuous professional development are recommended.