History learning involves more than the mastery of cognitive skills and problem solving, because history learning always takes place within socio-cultural environments, and the material is charged with values and identity issues. This paper presents a theoretical perspective for understanding and designing history learning environments outside of school, and demonstrates its usefulness through two case studies from after-school history clubs. The location and design of learning environments for history is non-trivial. The paper reflects that situating such learning environments on the borders of school presents substantial opportunities as well as some important risks. In one case, a youth's identity as a participant in the after-school club positively influences his school identity and his future learning; while in the other case, a youth's identity and norms of the school influence his participation in the club and in many ways negatively influence his opportunities for learning. (Contains 23 references and 3 figures.) (BT)