The purpose of this chapter is to share a deeper understand of the current form of ITE in Manitoba that we have gained by engaging with the curriculum history of ITE in Manitoba. 1 As such, our chapter contributes to the development of what Ken Osborne has called “historical mindedness”—namely, “a way of looking, not so much at history, but at the world at large, that derives from a familiarity with the past and with trying to understand and interpret it.” 2 Historical mindedness can help us gain a deeper understanding of the socio-cultural, economic, and political forces—some working more hidden than others—that have shaped the present state of ITE and that continue shaping ITE in the near future. Our work in this chapter tries to make some of those developments, forces, and possibilities more explicit than they might currently appear.