We introduce results from a survey on pupils’ conceptions about history conducted in 2003 by the social sciences’ didactics team from the University of Geneva under Prof. Audigier’s direction. The survey took place in several secondary schools in Geneva. In this survey, our main interest was to know what teenagers from 12 to 15 think about history and about history teaching. The questionnaire which 276 pupils answered concerns: the definition of history, the personal and collective contribution of history, its utility and activities during history lessons. The typology we constructed rests on five different aspects of the responses given by the pupils. Conception of history (realism versus constructivism), relation to historical knowledge (internal relation versus external relation), personal benefit of history teaching, social and collective function of history, subjective attitude toward history. Out of a ‘cluster’ analysis, we found out five different contrasted and intelligible types of pupils. The main object of this paper is to describe these five types and relationship to variables used in the survey (degrees, socio-cultural environment, levels, marks, activities, etc.). The purpose of this is an attempt to draw a general pattern of types of relation pupils construct towards history and history teaching.