How can we bridge the emotional and cognitive study of Holocaust testimonies in Israel? Can empathy be used as a stepping stone to critical reflection? And how can teachers address the manipulative popular interpretation of these testimonies in Israel, which seemingly place them beyond critical reflection? We examine these questions through an undergraduate course at an Israeli college of education, using the methodology of collaborative self-study. The fostering of empathy was a key component of the course, with students encouraged to share their feelings, personal experiences, and impressions. At the same time, various pedagogical methods were used to elicit critical reflection, allowing us to explore preconceived notions held by the students concerning the preservation and expression of Holocaust memory. The students' close identification with Holocaust victims became in and of itself an effective tool for critical examination. The central foci of the study were the assumptions of Israeli Jewish students with regard to Holocaust memory, and the changes achieved in the course through critical reflection. We conclude with a discussion of future approaches to the teaching of Holocaust studies in Israel and elsewhere, in light of the experiences gained from this course. [Note: The publication year (2017) shown on the PDF is incorrect. The correct publication year is 2018.]