In this paper, I discuss the implications—and necessity—of teaching historical thinking in this “age of terror.” I show that despite an increasing volume of books, resources, and lesson plans on post-September terrorism, there is a dearth of relevant history education publications in North America on how to integrate terrorism in school history in ways that foster students’ historical understanding and sense of agency. To do so, I first problematize education, narrative, and terrorist issues through a disciplinary perspective, and then offer a way to engage students in the critical examination of political narrative constructions in the context of the current “war on terrorism.”