Efforts have been made among scholars from Japan, South Korea, and China since the 1980s--on both private and state initiatives--to narrow the gaps in their historiographies and to cultivate mutual understanding. This article offers an extensive discussion of the author's history project, "A Student Project of Writing a Common History Textbook," which which was incorporated in a multinational class environment in the Spring 2019 semester. First the author explains the development of the conceptual framework and the organization and management of the class. Then, some of the history teaching materials that the students created is introduced. Finally, the author examines what the students actually learned from this exercise and working with their group members, based on their journals and answers to the project survey. The author would argue that this was a success in promoting mutual understanding among students by having them learn history together from various points of view, as the goal was not a complete reconciliation of their historical viewpoints. Young people from different countries, even those from the countries embroiled in politico-historical controversies, are able to learn from one another to create more complex historical narratives that look beyond competing nationalisms. The results of the course confirm the value of teaching history from a global standpoint and hold promise that if adopted widely, it might have a long-term and larger, positive effect on society and even on international relations by producing globally competent future generations.