The main purpose of this overview was to identify the challenges and possibilities, we as pending teachers in secondary and upper secondary school, might face when teaching the Holocaust. A secondary purpose was to look into what tools and abilities researchers point out to be useful when teaching the Holocaust. Our main focus was Swedish research but we also wanted to compare an international perspective and thereby make a comparison between them. By scanning different databases we came up with a variety of both Swedish and international scientific papers which were useful in the forming of this overview. The result was divided into three, self made, themes which we drew when presenting the result. We identified several similarities between Swedish and international researchers results, and we also found interesting differences when studying the field of Holocaust education. The result show that the form in which teaching takes place is highly influenced by the main purpose of the tuition. The most prominent example of challenges faced is when teachers use the Holocaust as an example to understand other genocide and/or crimes against humanity. Another issue when facing the Holocaust in tuition is the aspect of time, e.g the distance between when it occurred and our present day is constantly increasing and pupils tend to have a harder time understanding the purpose of learning about the Holocaust. With that said we also examined alternative ways of teaching the Holocaust, that in best case scenario may increase the motivation of the pupils.