This research investigates the viewpoints of Umeå University's teacher students regarding social studies, particularly their attitudes toward the various subject conceptions outlined in Lindmark's (2013) theory. The objective is to understand how these future educators perceive and value social studies education, as well as the factors influencing these perceptions. Through quantitative methods, the study analyzes survey data from students to discern their attitudes toward different subject conceptions and the reasons behind these attitudes. The findings reveal a strong preference among students for socially analytical and civic skills-oriented approaches, whereas attitudes toward fact- and concept-oriented and value-based conceptions display more variation. This trend reflects a deviation from previous studies, highlighting a newfound emphasis on socially analytical aspects, which were previously less prioritized. This study contributes to educational research by offering new insights into the preparation of teacher students for social studies instruction and the educational ideals they espouse. The results underscore the complex and multifaceted nature of social studies as perceived by the respondents. Additionally, this research suggests future investigative directions, particularly regarding the factors shaping these attitudes, as current theories do not fully clarify the bases for these subject conception preferences.