This article provides a review of effective and reform-based approaches to instruction that focus on teaching and learning of history for students with LD. Historical thinking goals, such as learning to think like a historian, to develop contextualized understandings, and to apply domain-specific approaches when reading and writing with primary source documents are now the norm in secondary history classrooms. Promising approaches that are designed to meet these goals, as well as interventions involving historical discussion and those that allow students to engage in inquiry are shared, as well as recommendations for further research and practice in history instruction. (Contains 1 table, 1 figure, and 1 footnote.)