The purpose of this study is to explore the possibilities and challenges of how the use of conceptual lenses can change social studies instruction for deeper learning as envisioned by the 2022 revised curriculum. To this end, preservice teachers designed and demonstrated lessons based on the theory of concept-based learning. The results showed that social studies lessons using conceptual lenses were challenging due to problems of alignment of achievement standards and conceptual lenses, difficulties in creating guiding questions and differences between lesson design and lesson implementation. However, the usefulness of conceptual lenses was found by capturing the transfer of learning in lessons and strengthening the agency of teachers and learners. The significance of this study is that it analyzed the use of ‘conceptual lens’ as a concrete way to realize a social studies classroom where synergistic thinking and transferable learning occur. This study recommends further research on '‘concepts’ that can be utilized as conceptual lenses for practical changes in social studies classrooms.