An assistant professor and an undergraduate student--the authors--set out in August 2003 on a path that was new for both: a collaborative research project in digital history. Together, they planned and researched the content for an online teaching module as part of "The Digital History Reader," a project funded by the National Endowment for the Humanities. Their experiences, they think, offer not only a model of new approaches to pedagogy in digital history but also raise fundamental questions about the nature of undergraduate education at large public research universities. This article, therefore, seeks to explicate the form they adopted, to draw more general conclusions from that experience, and, finally, to raise some basic questions about the possibilities and drawbacks of collaborative work in digital history. (Contains 24 notes.)