The key aim of this chapter is to develop teachers’ appreciation that there is a considerable body of research into historical knowledge, historical thinking and historical skills. This body of research underpins history in the Australian Curriculum. The practical application of this research happens in the classroom, where teachers work with students to apply historical concepts and skills to the content and thus facilitate students’ learning. Building on Chapter 1, this chapter explains how historical knowledge is constructed and what it means to ‘think historically’. This chapter is far more theoretical than chapters that follow because it examines the research behind seven historical concepts and the five skills involved in historical inquiry mandated by the Australian Curriculum. It gives theory behind the practice. The use of historical concepts and skills applies to all years of schooling, from Foundation to Year 10 and in Senior secondary curriculum, although their application becomes more complex in the senior years.This chapter aims to equip teachers to be able to empower students to think historically themselves, rather than disseminating beliefs through instructive memory lessons. The end game for teachers is to foster in their students a historical reflective self, who will be able to reflect upon their personal historical identity.