One of the debates in history teacher education is determining what kind of knowledge history teachers need in order to be effective and knowledgeable instructors. A 2002 report from the U.S. Department of Education argued that content knowledge is essential for the preparation of history teacher education. Other experts disagree, arguing that there needs to be a balance between content knowledge and pedagogical knowledge. Fantozzi’s case study looks at a course, created in 2003 as part of a Teachers for a New Era Grant, that was envisioned to help future history/social studies teachers gain not only historical content knowledge, but techniques on how to teach and engage students. Fantozzi analyzes the difficulties the academic historian and the history educator had in trying to create and facilitate a course that took the strengths of each profession and merged them into one cohesive course. She found that the main disconnect between the two instructors was that one’s concern focused on developing teachers’ pedagogical content knowledge, while the other’s focus was learning about history topics strictly like historians. The study highlights the difficulties in connecting professionals in history and education and suggests ways to improve courses with this kind of collaboration in the future.