What historical knowledge is needed for historical learning? The discussions surrounding the acquisition of historical competencies in recent years have raised many questions related to history didactics, including the question of the type, depth, and scope of historical knowledge. This area, which has long been overlooked, emerges in light of current debates between history didactics, historical theory, and cognitive psychology as a productive catalyst that integrates various approaches into a meaningful synthesis. This volume brings together thirteen contributions from subject didacticians from Germany, Austria, and Switzerland, thus reflecting the current state of discussion in the discipline through a dense prism. The individual essays introduce empirical situations, revisit older discussion threads in the field, and connect them with current debates in history didactics.