This study aims to reveal opinions of teacher candidates, who are graduated from History, Turkish Language and Literature, and Contemporary Turkish Dialects departments and who are enrolled a pedagogical certificate program and who took courses regarding Ottoman Language which is taught compulsorily at Social Sciences High Schools and Anatolian Religious Vocational High Schools and electively at other secondary schools. Thus, contributing to the discussion among education professionals and general public about Ottoman Language is considered. Providing social studies teachers who adopt the social sciences tradition with information about how to handle a current event in the clasroom is aimed secondarily. This study has been conducted in Muğla Sıtkı Koçman University with participation of 173 teacher candidates who graduated from History, Turkish Language and Literature, and Contemporary Turkish Dialects departments of 35 different universities and enrolled in pedagogical certificate program of Muğla Sıtkı Koçman University in 2014 – 2015 educational year. According to findings of the study teacher candidates support the idea that Ottoman language course should be elective at high schools instead of being compulsory. On the other hand they think that this course should not be offered at middle schools or primary schools either compulsorily or electively. Additionally the findings indicate that opinions of teacher candidates are affected by views of the political parties. Furthermore the teacher candidates state that they feel themselves sufficient to teach Ottoman language course. Yet this study reveals that although their reading skills are satisfactory, their writing skills are quite distant from being so. It is recommended that universities should enrich their education regarding Ottoman language with alternative approaches In parallel with spread of public schooling in Ottoman Empire theidea that Arab alphabet was not practicable in terms of teaching literacyhad become prevalent too. Problems arising due to use of Arab alphabethad been noticed by Ottoman intellectuals and statesmen. Apart from asmall group of intellectuals who think that there should not be anyalteration regarding the alphabet or it should be very limited if it isnecessary, many thought differently in the Second ConstitutionalistPeriod (1908-1918). According to them, learning literacy with Arabalphabet was difficult, standardization at spelling did not occur,foreigners was not willing to learn our language, and even the educatedwere unable to read an article without making mistakes. These debatescontinued at the Republic Era as well with idea of replacing Arabalphabet with a Latin based one gaining more support and ended with acceptance of Latin based the New Turkish Alphabet at November 1st1928.Acceptance of the New Turkish alphabet was followed by theconcerns regarding how to read Turkish literature created with ArabAlphabet. For this purpose some undergraduate level education atparticularly history, Turkish language and literature and contemporaryTurkish dialects departments of universities has started. FurthermoreOttoman language course has been offered compulsorily at socialsciences high schools. The issue became main topic of conversation inthe country because of a decision of the curriculum commission of 19thNational Education Council which requires teaching of OttomanTurkish course at all secondary schools compulsorily. However, as aresult of a request for change proposal at the general assembly of thecouncil the decision has modified as making Ottoman Turkish coursefor the Anatolian Religious Vocational High Schools like it is for SocialSciences High schools. The issue disused widely among general publicand political leaders expressed their views.Lack of studies targeting views of professionals graduated fromdepartments of history, Turkish language and literature, andcontemporary Turkish dialects who were the most educated group ofthe nation about Ottoman language can be asserted as a deficiencyamidst this cheated debate. Thus the purpose of this study is to revealthe opinions of the professionals who educated formally about Ottomanlanguage. In this framework (1) opinions of teacher candidatesgraduated from aforementioned departments regarding being OttomanTurkish course a compulsory or elective course at high schools, middleschools and primary schools, and their perception of self-sufficiency (2)Whether or not their opinions differentiate depending on undergraduatedepartment, how long the participants know Ottoman language,political party preference, and number of courses taken regardingOttoman language has been tried to be revealed. Providing socialstudies teachers who prefer social sciences tradition with informationabout how to handle a current event in the clasroom is aimedsecondarily.MethodThis is a descriptive study. The data has been collected throughthe survey method and analyzed with the SPSS program. The studytook place with the participation of 173 teacher candidates whograduated from departments of history, Turkish language and literatureand Contemporary Turkish dialects and enrolled at pedagogicalformation certificate program at Muğla Sıtkı Koçman University. Thedata collected through a survey instrument developed by theresearchers. The instrument consists of three parts. The first part aimsto collect personal information about the participants. This includegraduated undergraduate program and the university, number ofcourses taken regarding reading and writing of Ottoman language, thetime they learn Ottoman language, and the political party they support.In the second part opinions of teacher candidates regarding OttomanTurkish course have been asked. Teacher candidates expressed theiropinions via a five point likert scale where 1= strongly disagree and 5=strongly agree. The