In this article, I discuss the significant changes that history curriculum has undergone at the high school level in Taiwan. First, I examine this branch of curriculum as it existed in pre-democratic Taiwan (between about 1945 and 1995). During those decades, the authoritarian Taiwanese state, ruled with an iron fist by the Kuomintang, established curriculum guidelines that churned out propagandistic textbooks railing against communism and glorifying the Chinese nation. After 1995, some historians in Taiwan argued that the country’s history education should focus more on Taiwan. These arguments set in motion a reformist agenda among educators, but after 2008, with the Kuomintang back in power, the reform stagnated. Chinese nationalists embraced the “Black Box Curriculum,” which sought to root history education in the distant past of Chinese history. Opponents of the Black Box Curriculum movement reflected a growing view that history textbooks should emphasize the due process and the new research results of history. Today, Taiwan’s guidelines for history curriculum focus not on “great statesmen” but on bottom-up history, minority experiences, social movements, progressive ideals, and the methods and subjectivity of practicing history. These new guidelines reflect, in particular, the views of the Taiwanese scholar Wu Rui-ren, which I explore in some detail.