Film depictions of the Holocaust have become a ubiquitous part of social studies education, as many states have mandated Holocaust or genocide curricula in recent years; however, the quality of such curricula varies greatly, as does the level of teacher preparation for Holocaust-based instruction. Given the increase in mandates and the lack of more rigorous content knowledge expertise, many teachers turn to films, such as "The Boy in the Striped Pajamas," to represent, for students, the horrors of the Holocaust. The film, however, is deeply problematic in several ways--historical inaccuracy, questions of agency and gender, and an overarching message that represents a potentially dangerous interpretation of responsibility for the greatest crime in human history. This article explores the failings of "The Boy in the Striped Pajamas" and proposes strategies that teachers may use to mitigate the film's shortcoming and to provide for a valuable learning experience for students.