Most people are familiar with television quiz shows that use such technologies as Audience Response Systems (ARS) and keypads known as "clickers." A similar technology has been available for teachers. Inserting questions into a PowerPoint presentation or running free-standing software, the class is asked to consider a question and select one of the available answers by pressing the appropriate number on a keypad--the accumulated totals are then displayed graphically for the entire class to see. This article discusses the ways in which clickers in a second-year university course introduces students to key themes in the history of Early Modern (fifteenth- to eighteenth-century) Britain. The author's experiential account of using clickers in the history classroom supports the findings of several more statistically sophisticated studies of their use in the teaching of other disciplines. While more technical studies are needed to fully understand the ways in which the use of ARS enhances learning in the history classroom, his experience shows that they can contribute to student understanding of, and engagement with, history. Demonstrating that history is not "all about facts;" that, beyond the basics, there are no necessarily "right" or "wrong" answers to the questions we ask about the past; and encouraging students to consider key issues of evidence, argument, method, and approach, clickers are a useful tool in offering students the opportunity to explore the complexities of the historian's craft. (Contains 7 figures and 11 notes.)