The purpose of history education in secondary schools has shifted on various occasions over the course of the last 100 years (Evans, 2015; Nash et al., 2000). The ideologically guided curricular shifts have undoubtedly influenced the way that educators think about and approach the teaching of the subject. As such, it is important to examine how teachers interpret U.S. history, as well as the specific factors that guide their instructional choices. The purpose of this qualitative case study was to examine the following question: How does teacher perspective, disciplinary background, and curricular frameworks influence the expressed instructional choices of AP U.S. history teachers employed at private secondary schools? The researcher conducted the study with three experienced AP U.S. history teachers currently employed at private secondary schools in Southern California. This study found that when it came to expressed instructional choices, teachers relied on their preferred perspective. When it came to curricular choices however, teachers relied on the curricular parameters established the College Board. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]