Using primary sources in history classes is all the rage. But if teachers are not reflective about the best use of such materials, they may engage students in exercises that are neither historically nor instructionally sound. In this article, the author points out common misconceptions about primary sources and suggests ways to maximize their educational potential. He argues that original sources should certainly be a centerpiece of the history classroom, because they are the foundation of historical knowledge. However, their use should be informed by a more complete and reflective understanding of their utility, rather than by popular but misguided myths.