In 2005 the Hungarian school-leaving examination system underwent a significant transformation. In case of history the aim was to give a greater role to the development of students' knowledge acquisition and source analysis skills by more focusing on students' work with historical sources in classes. However, it was clear that the achievement of these goals would also depend on the new exam tasks. Those determine whether the reform will be able to get real change. So I carefully examined those tasks of the past fifteen years exams that contained primary sources. I wanted to give an accurate picture of which types of tasks were most frequent and how they could be assessed in terms of the original objectives of the reform and the competency requirements of the school leaving examination. Based on the conclusions drawn from the results of the investigation, I formulate proposals for changing the composition of the exam tasks and preparing for writing the tasks.