The topic of this article is history education in upper primary school. Traditionally, the history subject has had a narrative orientation at this school level in Sweden, but it is also pattern that is discernible internationally. The recent Swedish upper primary school syllabus places more emphasis on the procedural aspects of the subject. In Sweden, the teachers are in the process of changing their history teaching accordingly. What happens in such a process? This is the broad issue discussed in this article. The empirical material is a series of lessons on the subject of "Vikings and Sources" in a 4/5 grade class in a Swedish upper primary school. In the course of the study it becomes apparent how strong the tradition of a narrative history subject is and how difficult it can be for a class teacher to deal with a concept such as sources from a disciplinary perspective. Instead, it tends to be addressed in more general terms.