Holocaust education requires teachers to carefully determine which instructional approaches ensure effective teaching of the subject while avoiding potential difficulties. The article identifies several complicating factors that must be considered when making pedagogical decisions. It then examines five methodological approaches that can be used to teach the Holocaust to middle and high school students: (a) primary sources, (b) film, (c) interdisciplinary units, (d) the Internet, and (e) survivor testimony. It also explains why simulations are inappropriate for studying the Holocaust.