The main purpose of this article was to analyze Daniel and Laurel Tanner's and Herbert Kliebard's perspectives on curriculum history. First of all, their views on intention, values and the significance of historical inquiry for the development of curricula were discussed. Second, selected topics from their work concerning American curriculum history were further explored. Then, the author synthesized their key points and concluded that as a researcher in this field, one should enhance his or her awareness, so as to be sensitive enough to the hidden or apparent perspectives of curriculum history.