The degree to which Canadian history and social science textbooks inform and sensitize Canadian students to the events of the Holocaust is examined. Evaluated by a panel of independent judges and presented in comparative perspectives, 72 history and social science textbooks authorized for use in Canada's secondary schools were found to have offered inadequate treatment of the subject matter. The findings remained consistent on all measures of which the evaluation scale was comprised and ways in which data were manipulated. The poor performance shown by the textbooks analyzed held on both quantitative and qualitative measures employed in the evaluation process. In addition, 208 high school students of the Toronto area polled for the purposes of this report confirmed the rather meagre contribution of current textbooks to the understanding and knowledge of the Holocaust. The causes for the textbook profile unfolded in this report are attributed, in part, to the structure of domination and power relations in Canada of which the school curriculum is an expression. The applicability of the findings to the general character of Canadian educational processes and the way they respond to the plight of other minority groups are also discussed. (Author/LH)