An assertion made within the literature base is that children have difficulty retaining taught historical knowledge (Kelly, 2001). This article discusses the nature of memory and examines, through empirical classroom-based research, whether the variables of literacy, mathematical aptitude, intelligence, age, gender or teaching method influence a primary-age child's ability to remember. In light of the analysis of the research data it is contended that whilst intellect, literacy ability and mathematical aptitude may have relevance, it is teaching method that is the main catalyst for the assimilation and retention of historical knowledge.