The current study aims to assess the experiences of the social studies teacher candidates who created documentaries on items of cultural heritage. Phenomenology research design, which is one of the qualitative research methods, was selected in this study to describe the experiences and opinions of teacher candidates of social studies. The research study group consists of 27 teacher candidates of social studies (17 female, 10 male) who are identified by purposeful sampling method. Gathered data have been analyzed by the content analysis method. Research results have shown that teacher candidates of social studies suggest that they generally interpret cultural heritage as concrete items. In addition, it is revealed that teacher candidates perceive transition, continuity, and perpetuation of the culture as the most significant aspects of the cultural heritage. Furthermore, the statements used by teacher candidates who deem cultural heritage valuable while illustrating the cultural heritage functions show that their perception of cultural heritage is positive. Lastly, learning by documenting method offered significant contributions to teacher candidates in terms of getting to know the city (its culture, local history, food, story, etc.) where they are studying, embodying historical knowledge, gaining certain technical skills, and exploring the potential of learning out of school.