The purpose of this study is to scrutinize Ignac Kunos's Forty-Four Turkish Fairy Tales in terms of the values that are required to be given directly within the scope of the 6th and 7th grade social studies curriculum. This study is important not only because it deals with fairy tales, which constitute the least common oral and written literary works used in social studies, but also because it is the first study to dwell on Ignac Kunos's Forty-Four Turkish Fairy Tales in terms of values. This is a qualitative study. Data were collected via document analysis method. The source of data of the study is 44 fairy tales in Forty-Four Turkish Fairy Tales. Descriptive analysis method was employed to analyze the data. The fairy tales in Forty-Four Turkish Fairy Tales were classified according to the values to be given directly within the scope of the social studies curriculum for the 6th and 7th grades. The analysis indicated that the most frequent values in Forty-Four Turkish Fairy Tales are helpfulness, honesty, responsibility, being hardworking, respecting diversity, being fair, respecting rights and freedoms, and peace respectively.