This paper assesses the problems faced in teaching history in the junior college classroom and the promise of and possibilities for new departures in the instructor's role. The problems are seen as: 1) the question of emphasis within the junior college curriculum; 2) the widespread vocational-technical orientation of students and administrators; and, 3) the relationship between the history courses offered on the junior college level and what the senior degree-granting institutions will accept from the transferring student. The promise and possibilities are seen as basically the general willingness of junior college trustees and administrators to supply the materials necessary for instructional innovation, and to accept experimentation in instruction. The paper offers suggestions and resources for the development of new instructional materials and calls for diversity in methodology and technique. It concludes by posing a number of questions which must be answered before teaching of history and the connected problems may be clarified. One suggestion is for the American Historical Association to sponsor a study of history in the junior college classroom. (Author/DJB)