This article explores what it means for history students to be "wrong" in the classroom, and the important role that error plays in teaching and learning. Student errors are nothing new to instructors. Nor do they often take much notice of them. Many instructors have been scholar-teachers long enough that they accept the inevitability of being incorrect in front of others. But many students do not share that experience, wisdom, or scar tissue. Most do not yet know that it is acceptable to make errors in the classroom. This is can be difficult for history students to accept, especially those who cling to comforting beliefs in historical facts, master narratives, and perceived singular truths. This article aims to refresh teachers' awareness of this real student fear. The essay also explores the benefits of students making mistakes in front of their peers and teachers. The final section of the article recommends exercises that reveal to students that history is a field of study open to multiple narratives, and less fraught with factual and interpretive mines ready to explode beneath them. These confidence-building exercises should also offer some transparency that history teachers are much more forgiving when students take risks in classroom discussion.