Living history, and/or reenactment, brings the lives and experiences of a past age into the modern era to provide a contextualized interpretation of long-gone cultures. Academic literature suggests that presentations by properly trained living historians at historical sites and museums are connected to more positive visitor experience and learning. The use of expert living history in classroom settings is less common, however, and represents a significant gap in the available literature. In this article, the authors review the ten-year-long Viking Living History Project (VLHP), which utilized an expert living history encampment as a teaching tool. Analysis of ex post facto evaluation of student participants suggests that participation in a classroom-based encampment was connected to growth in knowledge of Viking culture in elementary- and high school-age students. Additionally, in-service teachers who participated believed that both their knowledge and their students' knowledge about the Vikings increased significantly. Based on these findings, the researchers suggest that expanded utilization of classroom-based, formally trained living history may provide necessary context to the interpretation of history and better engage students in an educational setting.