If students are to think historically, then teachers must think historically. One place where future history teachers might gain such cognitive practice is in history courses designed to focus on the ideas and methods of historians. A study focused on teaching future history teachers how to think about history. A course, "Philosophy and Methods of Historical Inquiry," (taught by a historian) was chosen as the site for examining the problem. The study examined the impact of the course on the historical thinking of three preservice teachers enrolled in the course and their view of how they will teach history in their future classrooms. A naturalistic methodology captured descriptions regarding student beliefs as they evolved during the semester and the relationship of those beliefs with the classroom experience. Data were gathered through interviews, participant observation of the class, and document analysis. Four themes evolved from the interviews and reflected commonalities across the talk of the preservice teachers. The themes capture the three teachers' thoughts about history before the course and changes in their thinking that took place during the course. By psychologizing historical writing, the three teachers were able to reconstruct their view of teaching. Findings reinforce the need for strong links among education departments and departments engaged in conveying the discipline. Attached are teacher interviews. (Contains 23 references.) (BT)