Despite more than a decade of groundbreaking research on the advantages and need for more historical thinking and historiography in middle and high school history classrooms, many students continue to receive only modest exposure to these teaching concepts and related strategies. Research indicates that middle and high school students who are not regularly engaged in historical thinking, including the practice of historiographic analysis, often lack skills to process, analyze, or evaluate the past. Perhaps it is not surprising that studies also show students commonly respond to history content and concepts with a general apathetic detachment, and may fail to develop critical understandings of the human condition, past and present. Evidence suggests this apathetic response among students may be traced to testing schedules and the manner in which massive amounts of seemingly disjointed history content is presented. However, it may also be traced to preservice teacher preparation. Although it is likely most secondary social studies methods instructors now introduce concepts and strategies related to historical thinking and historiography, many preservice teachers continue to encounter barriers that dissuade and distract them from honing these skills when they enter the classroom. There are two overarching problems that continue to obstruct a broad implementation of these new ways of perceiving and studying history: (1) many preservice teachers do not have deep backgrounds in historical thinking and historiography; and (2) many middle and high schools do not present preservice teachers with an environment conducive to new or nontraditional--and often time-consuming--strategies. This paper is intended to discuss these and other challenges the author has encountered as a methods course instructor when training preservice teachers in the use of historical thinking and historiography, and to share a project developed to encourage preservice teachers to think historically and engage in historiographic analysis on their own, so to better enable them to engage their students with these dynamic strategies. (Contains 1 figure and 15 notes.)