The authors led a workshop during a professional conference gathering French-speaking teachers of Quebec in the fall of 2018 with the aim of describing the learning approaches adopted in social studies teaching within the secondary school context. Their intent in the course of the workshop was to examine how elements associated with learning historical thinking were incorporated into actual teaching practices. The workshop provided an opportunity to evaluate teachers' adherence to the conceptualization approach prescribed by the social studies program in Quebec. The ensuing discussions also helped pinpoint common characteristics in their learning approaches, based on the main learning models of historical thinking as proposed in the scholarly literature. These characteristics suggest the existence of tension between two competing models: one involving equilibrium-based conceptualization analogous to that initially defined by Edwin Peel and another consisting of historical documentary analysis using "The Big Six" historical thinking concepts defined by Peter Seixas and Tom Morton. After presenting these instructional models associated with learning historical thinking, the authors present data collected from the participants at the workshop. This data describes sequences relatively similar to those of both models (i.e., conceptualization and documentary analysis). Next, they discuss the results, which, even if they show variable modulations, suggest social studies teaching practices relatively favorable to the learning of historical thinking.