Methods courses provide a rich opportunity to unpack what it means to "learn history by doing history." To help explain what "doing history" means, the author has created history labs to walk teacher candidates through the historical process. Each lab poses a historical problem, requires analysis of primary and secondary sources, and demands interpretation. In this essay, the author showcases two that she has designed from her work in public history. The first lab asks students to create an interpretive sign that explains the 1928 disappearance of a honeymoon couple in Grand Canyon National Park. The second simulation asks teacher candidates to decide whether a school in Virginia should be turned into a museum and placed on the African American Heritage Trail. The author ends with two history labs created by teacher candidates. Before detailing these case studies, she offers a short explanation about how history labs fit in the overall program of study for History/Social Studies education majors at Northern Arizona University (NAU). (Contains 4 figures and 28 notes.)