This study empirically investigates for the first time the effectiveness of working with eyewitnesses (live, video, text) in history education using a robust design with a sufficiently large sample size (900 students). The following questions are central: What expectations are associated with working with eyewitnesses in history education, based on the extensive theoretical literature on the topic? How can the effectiveness of the method be measured using psychometrically reliable instruments? Can competencies in historical thinking be promoted through the eyewitness method? What are the advantages and disadvantages of the different forms of eyewitness interviews (live interviews versus working with recorded eyewitness accounts)?.