There is good reason to believe that anti-Semitism is rife in Muslim communities across the world. Consequently, one might expect that teaching the Holocaust in schools with a substantial Muslim presence would prove a difficult and stressful experience. In this article, I draw on a diverse body of literature to argue for a more nuanced approach to understanding how Muslim students engage with the Holocaust. I show that while many of them have a positive attitude and behave appropriately, others are antagonistic and disruptive. I characterise the latter as "reluctant learners" and consider how their hostility can best be overcome. (Contains 4 notes.)