This article discusses the History in Perspective Project (HIP), a collaborative project between the University of New Hampshire (UNH), its Supervisory Administration Unit #56 (SAU #56), and 13 other school districts. The authors' three-pronged plan was simple, straightforward, and, in some ways, experimental. From observation and experience, they knew that teachers had the desire but usually not the time to search out and keep abreast of current research and debate in the field of American history. Using a questionnaire, they asked area teachers what events, issues, and topics in United States history they would like to explore in greater depth. The project then brought middle school and high school social studies teachers to the University of New Hampshire to participate in seminar-style discussions on American history with their peers and UNH history professors. To help solve the problem of distance and to better equip teachers in an electronic age, they included a strong technology component, providing instruction, hands-on experience, and support in using the Internet and e-mail. To speed the transfer of history understanding and classroom activities into middle and high schools, they provided time and assistance in developing and sharing lessons. To eliminate barriers to attending the seminars, they provided funding for books, substitute teachers, modest per diems for participants, free parking, and, of course, lunch. To take part, twenty teachers per seminar committed to reading about, thinking about, and discussing recent scholarship on a given topic in United States history. As a culminating activity, each teacher would develop and share a lesson activity that would engage students and challenge them to manipulate and interpret primary and secondary source materials. Before leaving, participants would give feedback on each session and offer suggestions for the future. (Contains 7 figures.)