The aim of this study is to analyze the diaries of a Social Studies teacher reflecting their thoughts on the use of active learning practices in teaching topics related to stereotypes. The research was conducted during the Spring semester of the 2022-2023 academic year. In the study, a Social Studies teacher, who taught stereotype-themed topics in the 7th-grade Social Studies course using active learning practices, recorded observations and reflections on the teaching process in diaries. After the process, these diaries were analyzed using the content analysis method by researchers. As a result of the study, evaluations based on the Social Studies teacher's diaries revealed that active learning practices provided students with opportunities to express themselves, maximized their participation in lessons, taught them to respect others' opinions, enhanced multiple perspectives, increased curiosity and motivation, and developed higher-order thinking skills, enabling them to generate solutions to problems. However, the limitations of the practices noted in the teacher’s diaries included challenges in maintaining classroom discipline due to the large number of students, inefficiency when the activities were not well-prepared, and time constraints potentially preventing the completion of topics if the activities were too time-consuming. Based on these findings, active learning practices can directly contribute to students’ multidimensional development and help eliminate stereotypes. However, as with any subject, a well-planned and effectively implemented active learning-based teaching process is essential for addressing topics related to stereotypes.