This paper builds upon previous research into the history classroom and explores the following questions: (1) How do teachers read and interpret historical texts? (2) How do they construct a "truthful" historical account from analysis of various sources? (3) How do they approach an epistemology of history? (4) How do teachers prepare for the teaching of history; (5) To what extent do various historical sources determine their approach to history teaching; and (6) How can teachers most effectively prepare for instilling historical thinking in their students? Three secondary school history teachers, selected from the general pool in the local public school district in Texas, provided data for this exploratory study. The teachers revealed divergent interpretations of the discipline of history and its ways of knowing, as manifested specifically through the reading and analysis of historical texts. Though not the focus of this study, the strikingly divergent range and quality of these three teachers' inservice and preservice education in history suggest a closer look at the role of such experiences in the development of teachers' historical thinking. Much research suggests that the teaching of historical thinking is a viable context for students' learning. Contains 37 references. (EH)