The Holocaust is perhaps the most compelling topic studied in American schools today. Many educators who consider teaching the Holocaust feel deterred from doing so for several reasons: (1) They lack the confidence needed to develop a Holocaust unit; (2) They feel that the subject's complexity is overwhelming historically and pedagogically because the Holocaust is a thorny subject; and (3) They worry about whether or not they can present such an emotionally charged subject in a way that does justice to the topic while observing the sensitivities that must be considered in planning a course of study for middle, junior high, or senior high school students. Planning a unit of study on the subject must involve a highly developed understanding of the complexities that are central to both the history and the pedagogy of the event. This article describes how a midwestern public university developed a course on the Holocaust while taking into consideration the issues concerning this pedagogy. (Appendixes include prompt questions and page references to two chapters in D.L. Bergen's "War and Genocide: A Concise History of the Holocaust." Contains 1 table.)