This roundtable features scholars in different historical subfields teaching primary sources through Reacting to the Past to a variety of student populations. Included are historians of Europe, Asia, the Atlantic World, and Colonial and Modern United States, teaching at institutions from community colleges to liberal arts colleges to large public universities. We expect to provoke a lively discussion across the discipline about the various ways role-immersion pedagogy can lead to increased engagement with historical documents and ideas. We are also prepared to discuss role immersion and difficult primary source materials, such texts relating to slavery, genocide, and religious conflict. There are many benefits to using Reacting pedagogy in history teaching--it builds empathy, promotes an understanding of historical contingency, allows students to be active and creative in both in-person and online classrooms--but this session will emphasize the critical reading and critical thinking skill building resulting from a deep engagement with primary sources. Historians looking to bring increased student engagement and excitement to their use of primary source texts in class will come away from this session with new ideas that can make their teaching more effective and more fun.