This chapter explains the rift between history education in Canada and the academic world of Canadian history. Authors Penney Clark, Stéphane Lévesque and Ruth Sandwell discuss how teaching history to Canadian students is difficult because of Canada’s rich diversity. The authors ask questions such as, how do we teach youth the story of Canada when the history curriculum varies province to province?  How do we keep Canadian history alive when there is such a distance between the academic and professional world? The chapter then explores the challenges to history education at the university level in the 1960s and 1970s that sparked a breakdown in the dialogue between academic historians and the wider public by comparing and contrasting historians’ outreach with the public sphere before and after the 1970s. The chapter also explains the developments in Canadian history that encouraged historians to create histories that were more inclusive, complex and diverse, rather than focus on one national history. A consequence of this change was that history at the elementary and high school levels suffered from a fragmented history, and less importance was placed on history as a major school subject. While the chapter does focus on the distance between history academics and the public sphere, which includes schools, the government, local museums and more, the authors raise awareness of current projects, organizations, studies and major developments that focus on engaging teaching professionals with academic historians, as well as creating engaging and relevant history curriculum for students across Canada.