This study is about student participation during German high school history lessons. It first presents, from a general didactic and domain-specific point of view, current empirical research and theoretical concepts on the topic in order to locate the design and the results of the author’s research, thus providing a framework for the analysis of three case studies. Domain-specific standards of student participation are developed to evaluate participation in history lessons. Another main focus of this study is on method and on methodological questions. The general design of this study is presented, as well as the method of analyzing data used by the author. Three methods of data collection - classroom observation, interviews and group discussions - are discussed according to their relevance for the constitution of the research object, which is especially important to evaluate the scope of the methodological triangulation. The final chapter discusses the author’s results in relation to a general theory of participation and in relation to a concept of reflective teacher training.