Through a discipline-specific approach to a course on the history of science education in the United States, the authors have spurred the interest of college science faculty and future high school science teachers as well as doctoral students in discipline-based education research. The course entails a systematic exploration of past reform efforts in physics education and how they have—or have not—impacted the way physics is taught on a broad scale. In this article, the authors provide suggestions for those who might want to develop similar courses.