In recent years, there has been a trend toward reforming teacher training curriculum, so a lot of attention is being paid to universities that are introducing “school based” training curriculum that is intended to “create and pass on practical knowledge.” However, this sort of training curriculum has been criticized based on the perspective that the advanced educational theory that is learned in the teacher training curriculum is abandoned or “washed out” through clinical experiences. So, what types of opportunities for “washed out” are the students who intend to be secondary social studies teachers exposed to during teacher training and how can this “washed out” be avoided? To address these two questions, this study investigated the process by which students’ views on social studies and their ability to structure lessons were developed. This was done by performing a lesson plan analysis and conducting a longitudinal interview survey over 2 years on 3 third year students in the department of education at national university X. The results of this analysis revealed the following three facts : 1) students in the last half of the teacher training course who want to become secondary social studies teachers do well at improving their formal ability to structure lessons (i.e. their way of writing lesson plans); 2) students who become aware of the inadequacy of their own ability to implement their own view of social studies through teaching practice or subsequent practical subjects at the end of the teacher-training curriculum start to reexamine their views on social studies; and 3) students who cannot empathize with the ideal qualities or abilities expected in the teacher training curriculum and students who are more able to concretely imagine the educational problems they will face after starting work will abandon continuously pursuing their own ideal view of social studies. Finally, based on these results, t his p aper p roposed that the issues that individual students have or their ideal view of social studies that they want to create should be solidified in lesson plans. It also proposed that practical seminar courses with only a few people should be introduced so that students can examine and improve themselves through actual practice at affiliated or cooperating schools.