Historically, education has been held responsible for the ills of society. Therefore, it was believed that reform began at an educational level, yet not through knowledge but through the teaching practice. The author suggests that history is currently taught as a narrative in search of the ‘truth’ and is not interactive. In the study discussed in this chapter, the objective was to determine what teachers believe to be most successful for aiding and enhancing students’ learning of history. Do Carmo Barbosa de Melo wished to determine the importance of the epistemological mastery of history, as deemed by teachers themselves. She concludes that teachers’ goals and behaviours towards history knowledge need to change. More attention needs to be paid to the task of building history knowledge in both teachers and students.