Everyone who teaches has had moments when students do, say, write, or create something that causes teachers to think about teaching in new ways. Sometimes, it is only with hindsight that they realize just how profound the effect of such moments was. Other times, what happens is so obvious that even if they try they can't ignore the impact it has on them. One such moment in the author's career as a history teacher came several years ago in his Western Civilization course. Despite all the thinking he'd been doing on how digital media were (or were not) transforming student learning about the past, one of his students forced him to recognize that he had missed a very significant change in the way his students thought about learning, about the production of historical knowledge, and about the nature of historical evidence. In this article, the author shares his experience in teaching history in a remix culture. (Contains 20 notes.)