This paper aims to gain an understanding of the pedagogical implications and questions Dutch history teachers encounter when teaching about the Holocaust and genocide, and the Srebrenica genocide in particular. The genocide perpetrated in Srebrenica is a sensitive topic in Dutch society due to the controversial role the Netherlands played. Therefore, this paper gives an insight into the pedagogical experience that accompanies teaching about the Srebrenica genocide, positioned in the broader understanding of teaching about the Holocaust and genocide. The research is based on sixteen semi-structured interviews with eighteen Dutch history teachers, who all teach on vwo (Pre-University Education) level. The interviews have been analyzed using reflective thematic analysis. The seven main themes, and the sub-themes, that were created have been examined in the theoretical framework that combines Lev Vygotsky’s ‘more knowledgeable other’, ‘zone of proximal development’ and scaffolding, Kieran Egan’s ‘philosophic understanding’ and Deborah Britzman’s theory on ‘difficult knowledge’. The findings show that teaching about the Holocaust and genocide has multiple pedagogical implications, which are partly also experienced when teaching about the Srebrenica genocide in Dutch history classrooms. These factors mainly align with the positionality of the teacher and the connection to the student. Moreover, the dynamics of difficult knowledge are interwoven in these pedagogical queries. Concurrently, teachers are actively engaged in dealing with these queries in the best way possible.