One of the main objectives of the chapter is to analyze the way that students in Spain, of varying ages and education levels, narrate an important historical event, the discovery of America, which is included in the curriculum. The authors discuss epistemological aspects related to historical explanation including philosophy of history, intentionalist model and the structuralism model. For the authors, the study of historical narratives included two important elements, agents and motives, which are inescapable when studying history. The authors are interested in analyzing the explanations of students in relation to the importance they attribute to historical agents and their motive in the accounts they give of the past. They attempt to answer five questions in the chapter: how do students understand historical causality; what type of explanations (intentional or structural) do they generate in the production of historical events; does understanding historical situations imply a narrative understanding; what is the importance of the role of historical agents; and to what extent are structural conditions taken into account? The authors list six causes the students learn: personalistic, political, economic, scientific/ technological advances, ideological, and foreign affairs. Younger students focused on the personalistic cause as the most important, adolescents used more concrete, personalistic and intentional causes and university history students tended to explain the historical event in structural and abstract causes. The authors also discuss how the students generated their own historical explanations. They concluded with a discussion of the participants, procedure and results of the study.