In this chapter I argue that elegant practice in teaching requires the integration of philosophical, subject matter and classroom understandings. Teaching that is in a period of change can vividly show the integrated character of the three domains. Bill Lander, a grade 7 history teacher, acknowledged the difficulty in moving from a transmission style to a more interactive form of teaching. The first part of the chapter is a discussion of the kinds of understandings that, from my point of view, would be relevant to Bill’s agenda for change. The second part of the chapter is an analysis of selected portions of one of Bill’s lessons. I show how he acted on his agenda and I develop a plausible explanation for his actions.