In this chapter Penney Clark advocates for more empirical research on what happens in Canadian history classrooms at every level so that educators can improve history instruction and make it more meaningful and engaging for students. In the first section of the chapter, Clark identifies the characteristics of the current history education research climate in Canada to suggest that Canadian research has become more independent from the United States with the help of increased federal funding and the Social Science and Humanities Research Council of Canada (SSHRC). The second section discusses recent advancements in the pedagogy of history education to explain how students learn history, including summaries of studies from Peter Sexias, Carla Peck, Stuart Poyntz, Amy von Heyking, Jocelyn Létourneau, Stéphane Lévesque, Raphaël Gani, Catherine Duquette, José Igartua, and others. The third section of the chapter provides an overview of studies that researched how history teachers taught history, continuing in the fourth section with a discussion on how history teachers learn to teach. In this fourth section Clark states that a major gap exists in history education research since few research studies have been conducted on history or social studies methodology courses in teacher education programs, with the exception being studies from Peter Sexias and Stéphane Lévesque. In the fifth section, Clark outlines major scholarly studies related to history textbook content and use in Canada. In the sixth and final section of the chapter, Clark describes current centres for history education research in Canada, specifically highlighting the work of the Centre for the Study of Historical Consciousness at the University of British Columbia, the History Education Network/Histoire et éducation en réseau (THEN/HiER), the Virtual Historian at the University of Ottawa and the Simulating History project at Brock University.