In this thesis, the impact of social media on Holocaust education is explored through semi-structured interviews with 11 high school (middelbare school) teachers in the Netherlands. The research aims to uncover teachers' perspectives on the influence of social media on Holocaust education, examining both its direct effects, such as the integration of social media content in the classroom and students' engagement with Holocaust material online, and its indirect effects, such as the impact on students' knowledge and behavior. The literature and theoretical section have contended that the internet and social media have forged a digital archive marked by hyper-connectivity, fragmentation, and unpredictability. The findings indicate that teachers perceive social media as having a detrimental effect on students' academic performance and historical awareness, leading to decreased concentration, weakened critical thinking skills, and a fragmented understanding of history. While teachers acknowledge the potential of social media as a supplementary teaching tool to engage students and enhance their historical understanding, few actually incorporate it into their teaching practices. Although this thesis focuses solely on the impact of social media, it underscores the need for further research into possible adaptations in Holocaust education. Such adaptations are critical to effectively addressing the multifaceted impacts of social media, given its increasing influence and the enduring importance of Holocaust education.