While Holocaust education has been mandatory in Romanian schools for over a decade, educators do not necessarily teach about it. Distortion and obfuscation of Romanian Holocaust crimes during the communist and transition periods means that teachers, like the majority of Romanians, know little about their country's perpetration of genocides. From 1941 to 1944, the Romanian regime transported part of its Jewish and Romani populations to death camps in Transnistria, where over 200,000 Jews and over 10,000 Roma were killed. Under communism, blame for genocides was placed solely on Nazi Germany, thereby absolving Romanian perpetrators. Post-communism, the official narrative has slowly come under scrutiny, allowing for a restructuring of World War II history to incorporate the deportations and deaths of the country's Jews and Roma. Ignorance about the Holocaust and prejudice about the minorities affected are at the root of non-compliance in teaching. This is especially the case for the Roma, who are the largest minority in Romania and face continued marginalization and discrimination. In this paper, I focus on cognitive barriers that many history and civics teachers have regarding teaching about the victimization of the Roma minority. These barriers are intrinsically tied to acceptance of new narratives of the Holocaust and reconfigurations of ethnic identities in post-socialist Romania where pressures from the European Union and the USA, among others, have pushed for critical examination of past atrocities in order to strengthen democratic processes. (Contains 44 notes.)