This article concerns the results of an online survey that interpreted understandings of United States history, up to 1877, among early childhood, elementary, and middle level preservice teachers from three institutions in the United States. In literature, the authors observe associations between teaching methods and teacher conceptions of curricular content and that these relationships hold particular relevance to social studies (history) teaching. They conducted an online survey to interpret respondents' abilities to remember, speak about, and explain content for which they are responsible. The study found that respondents correctly answered less than one half of 25 multiple-choice questions. It also determined a modest percentage of responses to open-response items, with short comments provided.
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