Twenty years ago, John Goodlad (1984) produced a troubling image of the social studies classroom. The primary activities for students in those classes included "listening, reading textbooks, completing workbooks and worksheets, and taking quizzes" (213). Despite many endeavors over the years to uplift the teaching of history, including the writing of national history standards (National History Standards Project 1996) and a steady stream of research examining history teaching and the history classroom (Carretero and Voss 1994; Leinhardt, Beck, and Stainton 1994; Davis, Yeager, and Foster 2001), there remains a resistance to teaching history in a manner that acknowledges the depth of thinking inherent in the discipline. In this article, the author incorporates the following two assumptions that are central to the standards and implied in Seixas's (1993) "parallel crises": (1) The teaching of historical thinking needs to lie at the core of history instruction; and (2) To study history in this manner, students need to learn how to analyze primary documents. This article also includes a discussion of the literature on how one learns to become a history teacher, as well as a case study that underlines the need to expand this research to include student teachers.