As a former secondary history teacher and a professor who teaches preservice teachers in a history department, the U.S. Department of Education’s Teaching American History (TAH) grant program has provided unprecedented opportunities not only to work with a diverse group of teachers throughout the eastern half of Kansas but also to improve the work I do to prepare future teachers. Th roughout the nation, TAH grants should and do take unique forms depending on the institutions, the people, and the settings involved. Having participated in TAH grants since the U.S. Department of Education announced its fi rst request for proposals (RFPs) in 2001, our journey through the current implementation of TAH grants seven years later will illustrate the diverse goals as well as the unique implementations of these American history-centric grant programs in primarily rural districts in the nation’s heartland. By the middle of the implementation of our fi rst TAH grant, I had become aware of the work surrounding history teaching and learning and worked to implement that expanding knowledge base into the rest of our TAH grants and grant proposals. Th is chapter will describe our approaches and methodology for incorporating the study of historical cognition into our work with teachers as they enhanced their knowledge not only of American history but also of content-specifi c teaching strategies to increase student learning in their classrooms.