Abstract: This research investigated the effectiveness of value analysis approach on elementary school students’ value development. Seventy 5th grade students from a public elementary school in the central district of Hatay province (Turkey) participated in a 14- week study. A pre-test, post-test, control group experimental design was implemented to conduct the study. While “value analysis approach” was applied on the experimental group, traditional activities were continued by the teachers in the control group classrooms to enable students gain pre-determined values in the Social Studies curriculum. The Value Assesment Scale developed by the researchers was used to collect data. Cronbach’s alpha co-efficient of the scale was calculated as 0,83. Results revealed that the experimental group had statistically higher scores on the acquisition levels of ‘Cooperation’, ‘Academic Honesty’ and ‘Fairness’ values over the control group. However, no differences found on the acquisition levels of the “Respect for National Anthem and Flag’.