According to Ashby, history education must include an understanding of the history discipline and evidence, which aids us in historical understanding. Through the study of students’ preconceptions and difficulties in learning and understanding history, teachers can gain a deeper knowledge of how to best teach history. Ashby discusses the Project CHATA research detailing students’ approaches to validating historical claims and the nature of historical sources. Throughout the chapter, she discusses the sample, materials, task and focus of the study. There were four different categories of how students selected their stories: story focus, matching, collecting and counting, and questioning. Ashby also details how students’ understanding shifted and stayed the same between the different questions of the research. In conclusion, she discovered that many students feel as though sources are pure information. The study highlighted how important it is for students to move from using sources solely as testimony to questioning the value of the evidence and the specific claims it makes.