The No Child Left Behind Act (NCLB) represents a quantum leap in both Federal involvement and Federal mandates to schools. In the relatively short period of less than a decade NCLB has changed how teachers teach, what subjects are taught, and how teachers and principals are evaluated. As NCLB continues to impact American education and educational policy, and reshape America's schools, these pedagogical and curriculum changes will define how the rising generation views schooling and curriculum. Will history and science join Latin and Greek as subjects that are viewed as quaint vestiges of a bygone academic tradition? Which sides of the dual focus of NCLB will the public embrace? Will the public accept the notion that a century and a half effort to build an inclusive public school system has failed and privatization is the answer? Will a new progressive agenda arise out of the subgroup accountability provisions? These are questions only future historians of education will be able to answer. The role for contemporary historians is to help illuminate past social developments and the policy choices that led to the present programs, and to provide historical perspectives for potential future policies that may suggest how new policy initiatives might play out.