The chapter begins with an introduction to Australian history and the Anzac Day, which is celebrated by going to the Gallipoli landing in Turkey and having a ceremony of remembrance. Interestingly, Australia is one of the few countries to commemorate the birth of its nation in another country. The author discusses the significance of Gallipoli and how it is taught in school history. In 2000, in a highly politicized context, the Australian Prime Minister remarked on how little students understood Australian history beyond Gallipoli. His remarks were important in three regards: he publicly endorsed school history defining national identity, his views were conservative in their notions of what history education entails, and his comments were the beginning of a political agenda for history education and the development of historical consciousness. Taylor discusses how history education was affected by these remarks and how it became a political, national inquiry where school history and party politics needed to be balanced. The number of secondary students studying history was in decline despite the three recent controversies in Australia’s past: reconciliation with Indigenous Australians, the republican debate of 1990s and national referendum in 1999, and the 2001 celebration of the Centenary of the Federation. Taylor discusses how the politicization of history education and the national story are the springboard for historical consciousness in Australia. He discusses the progression of history education at both the secondary and university levels in Australia. Despite the ruptures between history educators, there have been attempts to bring members of the history community together, such as the National History Project. Despite the potential of the project, there remains skepticism from history educators who suffered through a decade of cuts, curriculum changes and political intervention in education.