As a result of curriculum changes at Key Stages 3 and 4 the place and status of history and geography in the English secondary school curriculum are being progressively undermined. Using evidence derived from small-group interviews with Year 8 pupils during the summer term 2002, this article reports pupils' perceptions of their learning experiences in both subjects at Key Stage 3 in relation to subject content, interest, teaching styles, effective learning and subject relevance. The findings are used to elicit potential strategies for enhancing pupils' learning experiences in history and geography at Key Stage 3; for heightening their appreciation of the distinct contribution each subject can make to their personal and intellectual development; and thus for heightening their awareness of the relevance of geographical and historical study.