In 2000, the International Commission on Mathematical Instruction published the ICMI Study entitled History in Mathematics Education, edited by John Fauvel and Jan van Maanen [1]. This volume presented the state of the art in the use of the history of mathematics in mathematics education and made numerous suggestions for further research in the field. One of the major suggestions was that there should be more empirical studies of the use of history in the mathematics classroom to get more insight into its educational implications. In recent years many researchers have followed up on the recommendations of the ICMI Study and have presented their findings in numerous international meetings, including the meetings of the International Study Group on the Relations Between History and Pedagogy of Mathematics (the HPM Group) and the meetings of the European Summer University on the History and Epistemology in Mathematics Education (ESU). To further the goal of making these new results available to a wider audience, including mathematics educators, mathematics faculty in secondary schools and universities, and historians of mathematics, the contributors to these meetings were invited to submit papers based on their presentations, which were peer-reviewed to international standards by two independent referees and then revised before final acceptance. We are indebted to the referees for their willingness to support this project and provide useful reports on the 50 submitted manuscripts.