The study aims to examine the online history course design practices and approaches of history teachers in the emergency remote teaching process in Turkey during the COVID-19 global epidemic. In the study survey method is used based on qualitative data obtained via opinions of the teachers. The participants were composed of randomly selected 44 history teachers in state high schools in Aksaray. The data were collected via a semi structured interview form developed by the researcher. The obtained data were analyzed through nonparametric descriptive tests such as frequency and percentage as well as direct quotations of the teachers. The results have revealed that history teachers mostly conduct their online history lessons through ZOOM and EBA digital platforms, and they try to implement the teaching methods and techniques, tools and materials and activities that they use during face-to-face education in these lessons. The results of the research also reveal that history teachers use the textbooks prepared for face-to-face education as basic education materials in the emergency remote teaching process, give homework to the students as much as possible and follow up, and try to implement different assessment and evaluation activities. While the participating history teachers find the online history lessons generally useful, they see the low student interest and participation in the lessons as the most important problem. It is suggested that different dimensions of distance education should also be examined the in line with the opinions of teachers and students.