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This paper argues that effective Holocaust education involves exploring pupils' perceptions of Jews and Jewish identity. Identifying these preconceptions is necessary for combating anti-Semitism, challenging misconceptions and facilitating a historically accurate understanding of the Holocaust. How do pupils define the Jews and what it is that makes someone Jewish? How do pupils explain the causes of the Holocaust and why it was that the Nazi regime specifically targeted Jews? The empirical basis of this paper attempts to help answer these questions. One hundred and forty seven children aged 13 and 14 took part in mixed-method research in order to explore their ideas and concepts of Jewish identity and why the Holocaust took place. The paper concludes with a discussion of the implications of the findings for Holocaust education. (By the author)