The Holocaust currently forms part of the National Curriculum in England and Wales and is mandatory in several other countries. Its teaching is frequently justified on the grounds of providing a range of important lessons. However, in recent years this claim has met with a growing scepticism, not least because of the persistence of genocide over the past half century. In the course of this article I outline and respond to the views of three historians--Lionel Kochan, Peter Novick and Nicholas Kinloch--who question the social and moral significance of Holocaust education. In contrast to their pessimism I contend that the Holocaust does contain useful lessons, not only for individual students, but for the educational system as a whole.