A great deal of attention has been given in recent years to what is called pupils’ ‘alternative frameworks’ in the field of natural science. It is considered that these are often in conflict with the conceptions that are fostered by science and that are taught in the schools. It is argued here that these commonsense beliefs are also to be found even in a subject like history. However, it is also argued that in the subject of history it is not pupils’ commonsense beliefs about the phenomena being treated which constitute the greatest obstacle to their learning, but rather their beliefs about what counts as a historical explanation. In order to understand the information presented in the lessons the pupils must have an idea of what the information is supposed to explain. The pupils’ ideas in this respect seem to be related mainly to the actions of individuals and particularly to their motives. Thus, when the teacher attempts to supersede this personal level and get the pupils to analyse a historical event as a whole, the mutual understanding between teacher and pupil collapses.