Significant research has documented the benefits of using primary materials in the classroom, and for a long time, textbook authors and scholars have collected such materials for in-class student use. Teachers and researchers regularly engage with physical and digital archives as resources for their own research and for classroom materials. At the same time, pedagogy research has begun to explore the benefits of the "flipped" or "inverted" course model, in which content is delivered outside of class time and hands-on learning occurs in the actual classroom. In this article, the authors discuss the course collaborations of Xavier University of Louisiana (XULA) and Bard Early College New Orleans (BECNO) with The Historic New Orleans Collection (THNOC). Instructors at Xavier and at Bard worked with THNOC staff members to create weekly, semester-long classes held in the archives that engaged archival materials, generated discussion around historical research methods, and resulted in a final presentation of research projects by individual students. In both of these collaborative courses, "Introduction to Historical Research and Writing" at XULA and "Stacks on Stacks on Stacks: From Archival Research to Museum Exhibit" at BECNO, the instructors and THNOC staff have found teaching directly in the archives to be of immense value. The authors argue that this model provides a highly effective way to (1) impart the value of primary documents to students; (2) inculcate students in proper research methods and practices and empower them as knowledge-producers; and (3) expose students to the careers and praxis of the history graduate.