Teaching a way of thinking requires making thinking visible. Educators need to pull back the curtains from historical cognition to show students not only what historians think, but "how" they think. Given that many students believe that history is a single story to be committed to memory and that texts speak for themselves, teaching historical reading processes seems urgent work. Texts are not "self-interpreting," notes Gerald Graff, nor is interpretation an "occult process," but rather, "one that might be mastered by learning disciplined reading." Web-based think-alouds provide a new entry to the seemingly mysterious world of textual analysis, distancing it from the sphere of magic, and grounding it in a set of processes that can be demonstrated, taught, and learned. Using the think-aloud tool to show multiple points along the expert-novice spectrum may help teachers better convey the texture and complexity of historical reading. Introducing students to instructional think-alouds may facilitate this process, as they realize that these ways of thinking are "learned" rather than inherited. (Contains 10 notes.)