This multiple-case study sought to understand what ambitious history teachers focus their reflections on throughout a unit of study. Through video-stimulated recall methodology, reflective interviews were conducted with participants in four different schools within the same high-poverty public school district. The study built upon findings from research on ambitious teachers and found that teachers fixated on a range of problems while reflecting, among them: students” historical thinking, cultural relevant pedagogy, and their framing of history through essential questions. That the teachers (...) focused on these issues could be linked to their values and broader educational aims. (shrink)