The research aims at describing (a) the characteristics of historical teaching process (b) the image for the relation between historical philosophy lecture and historical teaching subject (c) the participant s point of view and envoy concerning the 1994 curriculum content and any structure demanding (d) the importance of historical philosophy lecture on historical teaching professionality toward historical education. The research method is descriptive using qualitative approach using depth interview guestionaire personal document and matters of teaching plan instruments. The research result shows that historical philosophy acquisition has supported historical teaching and education although a few still remains to be done for any limitedness.