Teaching history is a substantive, intellectual task. As a form of scholarship it is as complex, challenging and creative as historical research, and it is vital to the future of the discipline. This study examines how high-quality history teaching and learning can be achieved in universities worldwide. It draws on a wide range of international research as well as the reflections and experiences of university historians, linking theory and practice. Practical ideas and strategies for the classroom are provided. The key to improvement, it argues, lies in understanding students and in reflection on teachers' own educational beliefs, values and assumptions.