History consciousness is a common concept within history teaching and also a part that comes into contact with teaching strategies such as the use of moving image. This study is based on a phenomenological perspective and asks how perceptions differ between teachers who teach history consciousness with the help of moving images. To conduct the study, qualitative interviews were conducted on four active teachers and where the data obtained were transcribed to be finally compiled and compared with each other. The discussion that followed used previous research in teaching strategies and history consciousness to interpret how the teachers in the study perceived that their teaching developed students' history consciousness. The study showed that there were clear differences between which parts of a few teaching strategies developed students' historical consciousness.