History is not widely taught in the New Zealand curriculum. It is taught only as an elective, in the last three years of secondary school with a largely Eurocentric focus. In the first ten years of schooling, history is interspersed with social studies, where students do not necessarily develop a firm grasp of what is the past and what constitutes the discipline of history. Students in New Zealand learn relatively little about their own history and past. The chapter discusses the debates concerning history education in New Zealand over the two and a half years preceding the writing of the chapter. Sheehan focuses on secondary history as opposed to the history embedded in social studies for the reasons described above. He divides his chapter into three sections. The first discusses the differences between the approaches of history educators and social studies educators in the study of the past. The second section delves into how the indigenous population in New Zealand has been represented in history education, which has garnered widespread public attention. Lastly, the impacts of the newly developed and launched competency-based curriculum on history education are explored. Sheehan concludes by stating that the new curriculum offers teachers the flexibility to assist students in creating links between the past and the present and to foster historical thinking.