This study aims to investigate the opinions and experiences of pre-service and paid social studies teachers towards paid teaching. Based on personal experiences and expectations, they were asked to describe how they understand working as a paid teacher in this environment. Both paid social studies teachers and pre-service social studies teachers' perspectives were examined. Because after graduation, paid teaching will be a viable choice for them in their careers. It is critical to understand pre-service teachers' perspectives on paid teaching. The participants were chosen using the criterion sampling method, one of the deliberate sampling methods, and the research was done using phenomenological design, one of the qualitative research designs. Open-ended interview questions were used to gather the research data. With their consent, all interviews were audio recorded throughout the research procedure. Without screening, the audio recordings were uploaded to a computer. Printouts were taken, and the participants were asked to affirm whether or not they had their own opinions. The data was analyzed using descriptive analysis. Additionally, the analytical process followed a four-stage procedure, the exclusive procedure of the phenomenological design. Six themes that make up the structure of being a paid teacher were identified at the conclusion of the analysis process: "Paid teaching as a transition and professional acclimatization process, experiencing economic difficulties, facing discrimination, learning the teaching profession through experience, being short-term, and professional satisfaction." They claimed that they were paid low wages, that the administration, teachers, and parents discriminated against them, and that the transient nature of paid teaching and the absence of job security prevented them from completely adjusting to the profession. Despite various drawbacks, the participants valued their time with the students and believed they had learned something new. Recommendations were made to improve the working conditions, salary, insurance, and other personal rights of paid teachers, ensure that paid teachers receive the benefits of inservice training, seminars, etc., follow up on paid teachers' issues, and develop an alternative term in place of paid teaching.