In this essay, the author offers her experiences teaching a methods course at the University of Missouri, St. Louis (UMSL), "U.S. History for the Secondary Classroom" (History 4013), in order to foster discussion of how history educators might find ways to close the gap between history content and pedagogy. The author focuses particularly on the skills of historical synthesis required of high school history teachers, but often overlooked in teacher preparation programs. She also identifies challenges teacher candidates confront in the course as they work to develop epistemic and pedagogical foundations for the content choices they will make as history teachers. In making the case for methods courses in which students have opportunities to practice the skills of synthesis, she argues for the vital role of history educators in helping aspiring teachers, administrators, and the broader public better understand the intellectual richness and civic significance of history education. (Contains 36 notes.)