This chapter outlines the history requirements in elementary schools across Canada, research that has been completed mostly in the United Kingdom and the United States on the nature of children’s historical thinking, and how this research can inform teaching and learning in Canadian elementary history classes. The chapter begins with an overview and discussion of history in elementary social studies programs across Canada and how they vary and are similar by province (educational curriculum in Canada is determined provincially). The research section indicates that textbooks for elementary history instruction are of doubtful quality and even though children have previous knowledge of history (mostly personal history), they have limited understandings of the historical concepts taught in school. However, research shows that elementary students can develop advanced historical thinking skills if they are in a proper environment where there is an active engagement with source material, alternative accounts and teaching that builds upon their emerging understanding and skills. It is outlined that if children are to think historically they must have an understanding of how to come to know about the past. Children must have an understanding of continuity and change over time, supported by activities that allow young children to observe and record changes in themselves. It is also imperative that notions of historical significance, cause or agency and historical perspectives and judgments are made clear to children. According to von Heyking, children need “breadth and depth in order to progress in their historical thinking.” Children need information but it must be in a framework that allows them to come to grips with important substantive and procedural historical concepts using a range of resources such as textbooks, primary sources and fiction and non-fiction secondary sources. Much more research needs to be completed in the area of historical thinking of elementary school children in Canada.