Two studies were conducted based on the notion that historical time is structured around three main aspects: handling of chronology, causal succession, and temporary order. In both studies, the aim was to analyse students' understanding of the notion of historical time based on its relation with the school curriculum and the instruction received. In the first study, subjects were 3 0 children from grades 3, 4, and 6 at a state primary school. In the second study, subjects were 60 students in their first and third semester attending a state high school. In both studies, qualitative evaluation instruments were designed to analyse handling of chronology, causal succession, and temporary order in the curricular contents of the History of Mexico and Universal History. The main results indicate that as students advance along school levels there is a progressive appropriation of historical knowledge, but at the same time this is characterised by their learning the notion of historical time as thematic and linear content that tends to be related to civic commemorations.
