The success or failure of students in history courses really matters. Therefore, historians must take teaching seriously. They should base their teaching upon systematic, self-critical reflection, discuss their teaching with students and colleagues,and launch research into history teaching and learning. In Enhancing Student Learning in History the authors report on studies that, taken together, provide important knowledge about what makes teaching and learning of history in higher education effective. They discuss questions such as: What are the bottlenecks to student learning in history? What are student perceptions of history fieldwork? How effective is the case-method in history education? and What are the challenges for scholarship of teaching and learning in history? Contributors are Alan Booth, Peter Ericsson, KG Hammarlund, David Ludvigsson and David Pace.