In 2014, at Rollins College, a liberal arts college in central Florida, the history department completely revised its curriculum. Like their peers across the history discipline, Rollins history faculty saw a disconnect between its traditional curriculum--with a stress on lecture and memorization--and the actual process of doing history. Colleges developed this curricular structure when knowledge memorization was a vital historical skill. Thus, students first acquired a historical overview before immersing themselves in the details of specific historical times. Today, the proliferation of online information repositories that are immediately accessible has vastly reduced the importance of memorization as part of the historian's toolkit. Instead, other skills have become more important, including critical thinking, researching--both online and offline--and effective written and oral communication. The focus of the Rollins history curriculum revision in 2014 was to highlight and emphasize skill acquisition--often through iterative pedagogy--rather than just chronological or geographical knowledge acquisition. The aim of this case study is to evaluate whether the new curriculum developed by Rollins history faculty effectively helps students learn specific and important history skills. In particular, the department's American historian, Claire Strom, investigates if the iterative pedagogy of the 200-level classes facilitates students' acquisition of primary source literacy skills over the course of a single semester.