This is a qualitative study that examines middle school teachers' perceptions of social media in social studies teaching. Data collection was conducted via semi-structured interviews with teachers in grades 4-6 to answer the study's questions about how teachers perceive social media in social studies teaching and what opportunities and obstacles they experience with this. A phenomenographic perspective is used to analyze the teachers' descriptions of their experiences and perceptions. The study considers aspects such as source criticism, value work and handling of controversial issues with the hope that the results can contribute knowledge about how middle school teachers view the role of social media in social studies teaching.