This article is based on collaborative work between staff at a University department of educational studies and a comprehensive school. Ian Davies and Rob Williams reviews the status and meaning of interpretations in history education and draws from work undertaken with students following an initial teacher education course in History, and with school pupils during history lessons. They argue that ‘interpretations' is now an extremely significant area of historical understanding; that it is a complex field; that the guidance issued to teachers needs to highlight key points more clearly; and that despite the difficulties that some teachers and pupils experience in promoting effective practice in this area there is the potential for valuable work to take place.