Historians sometimes view teaching and community engagement as peripheral to research. Self-reflection on the design of assignments, pedagogy techniques, and students' work aids teachers as they refine their teaching, and it can also inform research questions and methods. Teaching, research, and community engagement do not have to be separate areas of practice. Instead, combining them engages both students and teachers in examining the limits and possibilities of the sources used and the ways in which historians write about the past. This article discusses how the author connects her teaching, research, and community engagement through implementing authentic learning experiences for students.