Determining how to teach about rescue during the Holocaust presents many dilemmas to teachers as they plan Holocaust curricula. Rescue is often overemphasized, and faulty perspectives about rescuers and their actions may cause students to develop distorted views about this aspect of Holocaust history. This article explores several factors that should be considered by teachers as they develop the rescue sections of their Holocaust units and discusses how studying these factors can lead students to develop a balanced, realistic understanding of the unique phenomenon that was Holocaust rescue, thus doing justice to the rescuers while maintaining historical validity.