The growing influence of Holocaust denial—with one in five Americans now questioning whether the Holocaust occurred—demands a critical reassessment of how educators address revisionist literature in Holocaust education. Through qualitative analysis of primary revisionist texts and educational case studies, particularly pamphlets from the Institute for Historical Review by Weber, Faurisson, and Leuchter, distinct patterns emerge in deniers' sophisticated propaganda techniques. Systematic examination reveals how revisionists deploy argument by extrapolation, selective citation, and American free speech principles to advance their agenda, typically beginning with accessible pamphlets that question established facts before progressing to more complex works. These materials deliberately exploit legitimate historical discussions, such as revised death toll estimates at Auschwitz, to cast doubt on the broader historical record. Rather than shield students from such materials, educators must proactively incorporate revisionist literature into curricula through open classroom discussion, instruction in proper historical methodology, and transparent engagement with legitimate scholarly debates. This approach, while maintaining the fundamental historical truth of the Holocaust, strengthens students' ability to critically evaluate and refute the denial arguments they will inevitably encounter.