Principles are presented for teaching history in the two-year college. The first section offers guidelines for the selection of the subject matter to be taught, indicating that faculty meetings can be a helpful method of identifying vital facts, concepts, and relevant content for student mastery in the classroom. The next section considers psychological aspects of teaching and learning, setting forth six principles: (1) students need to perceive the purpose or value of learning; (2) material should be presented in a stimulating manner; (3) instructors must assist students to attach meaning to the facts, concepts, and generalizations they are learning; (4) students should be guided to utilize higher order thinking skills; (5) students must learn to use primary and secondary data sources; and (6) students need to attain understanding, skills, and attitudinal objectives. Finally, the paper urges junior college history instructors to examine and to experiment with diverse instructional philosophies, including those that emphasize problem solving, the subject-centered approach, the use of measurably stated objectives, and the student-centered approach. (AJL)