This paper provides insight into parental attitudes to their primary-aged children learning about the Holocaust. Evidence is based on data from interviews with parents whose children learned about the Holocaust in their last year of primary. Findings show that parents had initial concerns about their children learning about the Holocaust, but that these were effectively addressed by the teacher communicating to parents that lessons and activities suited the curricular requirements and their children’s needs. Findings further suggest that learning about the Holocaust in school stimulated discussion in the home. We conclude that Holocaust education can provide opportunities for inter-generational learning and engagement.