School trips are, it seems, always in the news. They are under threat, or vital, or the preserve of wealthier students, or a forum for poor behaviour, or a day out of the classroom to build relationships, or a fantastic learning experience where students learn important life skills (such as that if you do not dry your towel, it will remain wet). They are also an important way in which students can become better at history. Amy Wilson and George Hollis argue that not only are there some key elements of history which cannot be delivered properly without taking trips out, and demonstrate a model of progression which will ensure that students are properly stretched and engaged by their history trips, just as they would be in classroom-based activities.