The authors are conducting studies to determine what knowledge world history teachers need and how they can use it to plan instruction. In this article, they report on a small but in-depth study designed to examine how four pre-service and six in-service world history teachers think about, organize, and make meaning of separate world historical events, for themselves and their students. The key difference between the novice and experienced teachers appeared to be the teachers' knowledge of global world history "and" their ability to attend to students' needs in learning world history, including likely misconceptions and points of interest. (Contains 3 figures.)