This study investigates the use of historical fiction film in secondary school history education,with a particular focus on students’ perspectives. Through qualitative interviews with fourstudents, the research explores how film is experienced as a pedagogical tool, how itcontributes to historical understanding, and what educational strategies students believeenhance or limit its effectiveness. The findings show that students appreciate film as anemotionally engaging medium that brings historical events to life. They report that films helpthem understand the experiences of people in the past and make abstract historical conceptsmore relatable. Several students express a desire for more structured pre- and post-filmactivities, including discussions, critical source comparison, and guided reflection. They alsohighlight the importance of distinguishing between historical facts and fictionalized elements.The study concludes that while historical films can foster empathy and motivation, theireducational value is significantly enhanced when accompanied by critical and comparativeexercises. Teachers are encouraged to use film not only to visualize history but also topromote source criticism and historical thinking.