Linda Levstik and Keith Barton argue that despite the implicit “community of practice” populated by researchers interested in history education, the community is often scattered leaving little opportunity for procedural and theoretical reflection. Researching History Education is an attempt by Levstik and Barton to make the process of research more transparent for history education research by bringing together a selection of their previously published articles and augmenting them with six new articles that reflect on the theory, method, and context of history education research as they have experienced it. They argue that this structure will make it easier to find major themes and patterns across their research, while the reflections will illuminate the “messy complexities” and personal contexts that have influenced and shaped their research. As a whole, this collection addresses themes such as the use and selection of theoretical literature; the nature of professional collaboration; the evolution and development of theoretical concepts; factors influencing research planning, implanting, and reporting; and major themes in history education research such as young peoples’ concept of time, historical significance, evidence, and national identity.