How is the Holocaust taught in schools? How do students makesense of this challenging subject? How are people affected byvisits to Holocaust memorial sites?Empirical research on teaching and learning about the Holocaustthat tackles these and other questions has grown rapidly overthe past fifteen years, a period marked by the professionalizationand expansion of the field.In 2013, the International Holocaust Remembrance Alliance(IHRA) decided to carry out a study to establish a picture of thisemerging field of research. A multilingual expert team mandatedto collect and review research in fifteen languages identifiednearly 400 studies resulting in more than 600 publications.Three years of work resulted in this book, which carries the fieldbeyond anecdotal reflections and moral arguments.This systematic review includes research conducted in most IHRAMember Countries as well as several non-member countries. Themultilingual focus of the project enables cross-cultural analysesand the transfer of knowledge between various regions andcountries. The book's two parts present the research by languageand by selected themes. This innovative transnational, translingualstudy reflects IHRA's core mission: to shape and advanceteaching and learning about the Holocaust worldwide.