Students' views on history inspired the author to reflect on her own teaching and to explore historical thinking. She decided to research the impact of a three-step approach to reading primary documents on ninth grade world history students, she was curious as to whether developing and using a consistent series of strategies with various primary documents could teach students to think like historians. In addition to the teaching strategies, she was also interested in providing world history students with a multiple-perspective view of history. The author describes how she brought the history of women into a ninth-grade world history class through carefully selected primary documents that led students into in-depth knowledge of three different societies and times.