One of the aspects of the combination of educator and historian that has not been thoroughly researched is the actual interaction of the instructors themselves. How do they approach this blend of content and pedagogy? How do they construct the purposes of the course? This study addresses these questions. Rather than focus on the student outcomes, this study aims to add to the research on including historians in teacher education by examining the way instructors from the history and education departments construct and enact a co-taught historiography course. This study highlights a fundamental difficulty in connecting professionals in History and Education: teacher educators and historians may have conflicting goals in approaching a topic. The author suggests that one must examine the way educators and disciplinarians approach a subject and construct a purpose for collaboration that will lead to improved teaching practices in the classroom. (Contains 26 notes.)