Students' difficulties understanding the meaning of logarithms could stem in part from differences between teachers' and students' views of them. The purpose of this article is to unpack some specialized content knowledge for teaching logarithms. The author discusses the history of logarithms to show why they can be understood as repeated division, just as division can be understood as repeated subtraction. Teachers can make logarithms meaningful for students by beginning with this conceptualization, as it refers not to exponents, but to a more accessible concept--division. Classroom activities to introduce logarithms are presented.