The current study focused on a research study conducted by a historian, and aimed to understand “What are the aspects of learning process that are unique to historians?” and “How can we apply the processes to a history teacher’s reading of a history research paper for the purpose of teaching material studies?” For that purpose, the current manuscript analyzed the processes and the background of writing a history research paper through analyses of the composition and construction of a history paper and an interview with its author. Then, we attempted to translate this into a learning process unique to a history researcher. The current manuscript selected to study “Land Price Appraisal and Crop Harvest in Land Tax Reform: Case Study of Okumonde Village, Eso County, Hiroshima Prefecture,” a history research paper written in 2008 that examined a contemporary historical research topic of using a modern history viewpoint, authored by Dr. Tomihiro Nakayama. The analyses indicated that the research processes went through stages of “construction of a research design,” “empirical study based on the research design,” and “reflection on the research design and interpretation.” Beyond the paper writing, important skills also included “research experience,” “learning of the trends of the field and its associated fields,” “interaction with others,” and “teaching experience.” The history researcher reconstructed the concepts and methods from such learning in his own way, and applied the findings within his and colleagues’ research communities. Based on these findings, three viewpoints necessary in understanding the learning process of a historian included, “understanding of the relationship between historical resources and its interpretation,” “understanding of the vocabulary used in the paper that describes the interpretation of historical resources,” and “studying the context and research history that produced a particular research paper.” Authentic learning for a historian concerns historical resources, vocabulary to explain the resources, and research history that generated the vocabulary. By understanding these elements, a history teacher can attain deep understanding of a history research paper and apply it to studying of teaching materials.