This article describes the author's experience teaching oral history to seventh, eighth, and ninth graders in Honduras for two weeks in 2017. Students planned and implemented an oral history project to document the local history of the valley and their communities. The author hoped that students would grow in their understanding of history as an academic discipline and begin to grasp the "disciplinary literacies" of social studies--the practices of knowledge creation that include inquiry, source interpretation, and evidence-based argumentation. This article explores the potential of oral history as a classroom tool and discusses a reflection on the results of that project and its broader implications for history education.