This study aims to determine learning strategies of 6th and 7th secondary school students used in social studies courses. In this study which was used cross sectional screening model, learning strategies data collecting tool was applied to 2219 students studying at 6th and 7th grades from Ankara, Kayseri and Kırşehir center districts in 2011-2012 academic year-spring term. When data was evaluated it was detected that students of 7th and 6th grades used affective strategies more in social studies courses, they used coding and monitoring strategies at the very least. In both grades students use attention, retrieval and affective strategies all the time, but they sometimes use coding and monitoring strategies. Strategies of storage in short time memory are sometimes used by 6th grades and 7th grades use it in every time level. Strategies used by students of 6th and 7th grades are changing depending on sex, class and socio-economic levels. Change in class level occurred in favor of students of 7th grades. While attention strategies were becoming different in both 6th and 7th grade students in favor of sub-socio-economic level; affective strategies became in favor of sub-socioeconomic level at 6th grades, it became in favor of top-socio-economic level at 7th grades. On the other hand monitoring strategies become meaningful in favor of top socioeconomic level at 6th grades. According to other result of research, affective strategies from learning strategies used in social sciences by 6th grade students, attention strategies in 7th grade students are becoming meaningful in favor of girl students according to sex