This article provides a comprehensive overview of the way the Holocaust is taught in pre-university education in Albania, Kosovo, and North Macedonia. It analyses the context in which references to the Holocaust occur in curricula and examines different approaches adopted by teachers based on data collected in a survey. The research reveals that most teachers concentrate on perpetrator narratives, give priority to moral lessons derived from the Holocaust at the expense of a historical narrative, and find it difficult to effectively manage the limited time available for history lessons. However, some progress has been made regarding teachers' perceptions of and approaches to teaching about the Holocaust in line with guidelines published by the International Holocaust Remembrance Alliance's Education Working Group.