Historical significance continues to be the forgotten element of history education. Without student capacity to establish what they think is important, or why they would care about certain events and people from the past, students will continue to be disinterested in the study of history. This paper draws on the results of a three-year study aimed at understanding how the Stolen Generations in Australia becomes historical significant for pre-service teachers. Rather than being disinterested in stories of the Stolen Generations, we find that these students are vitally invested in such narratives to the extent that they, on occasion, cannot bear to hear the story. While they acquire knowledge, they also resist and ignore it. Hence, we argue that neither reason or cognitive science are up to the task of resisting either the student's drive to ignore, or their assimilation of difference into the same. For history to be significant in the classroom for students, it must be understood as more than an epistemological pursuit.