Recent research on children's historical thinking has produced rich descriptions of instruction. However, the research literature is largely lacking a theoretical model of learning. This article asserts that developmental constructivist theory informs research design and interpretation, provides explanatory power, and promises more useful recommendations for instruction. Specifically, it suggests that researchers revisit Piaget's theory of development, explaining how early misunderstandings of this model hampered researchers' understanding of historical thinking. Five studies (Barton, 2001; Hallam, 1966; Levstik & Pappas, 1987; Shemilt, 1980; VanSledright, 2002) are discussed to illustrate the benefits of applying a developmental model of learning to research and interpretation. The article concludes with a call for research that applies developmental theory to the study of children's historical thinking.