The article discusses an empirical study on the use of history (as a goal) in mathematics education. A historical module was designed and implemented in a Danish upper secondary class to study how students' discussions of metaperspective issues of the historical development of mathematics may be anchored in the taught and learned subject matter of the module. Based on videos of the implementation (in particular of one focus group of students), students' hand-in essay assignments, mathematical exercises, questionnaires, and follow-up interviews, the question addressed is how such anchoring may be accomplished and/or ensured and in what ways it may occur. Using described theoretical constructs, 4 different levels regarding anchoring of the students' metaperspective discussions are identified (nonanchored, anchored comments, arguments, and discussions). (Contains 30 footnotes and 2 figures.)