The purpose of this study is to analyze how Swedish students in year 9 perceives of, relates to and makes meaning of the historical narrative of a Holocaust survivor. The material used consist of letters written to the survivor Ilona Enqvist after her presentations in Swedish schools during the mid-1990s. The main conclusion is that the life story of a survivor quite effectively engages students in general questions on basic human rights, morals and ethics. The students also stress that the story´s authenticity and its individual perspective offers important insights. On the other hand, the study also shows how the presentation falls short of getting students to understand the historical dimension of the narrative and the historical context. It shows the need for teaching that emphasizes the historical perspective and that the story, through historization, can potentially qualify the process of meaning making. The study highlights the importance of the presentation to the students. It also gives a hint on the importance of the contribution made by Holocaust survivors in offering Swedish students unique and deeply engaging perspectives on the Holocaust that offers opportunities for teachers to conduct value-based history teaching.