Traces of the Holocaust in Sweden – including former refugee camps, cemeteries, schools, hospitals, etc. – can help to educate students and the wider public about the events of the Holocaust, its significance in Sweden in the past, and its relevance today. In my paper, I argue that ‘authentic sites’ of Nazi persecution – which are often regarded as the most pedagogically authoritative locations – are not only the places where the destruction and persecution were perpetrated (a conception that vests the power of authenticity with the perpetrators). Rather, I contend that ‘authenticity’ in relation to Nazi persecution (and the pedagogical potential carried with it) is conferred by the victims and survivors. ‘Authentic sites’ of Nazi persecution can thus be understood as sites of survival as well as destruction. As such, many ‘authentic sites’ of Nazi persecution exist in Sweden. Drawing on examples from my own and other scholars’ current research on places in Sweden where traces of the Holocaust may be found, as well as on grassroots efforts conducted by educators and activists, the paper explores, for example: theoretical and practical approaches to uncovering the significance of place and space; the potential of local history for teaching about broader, national and transnational histories of the Holocaust and Sweden’s complex connection with the Holocaust and its aftermath; and what can be or is already being done to enhance past and current efforts to educate the public about these important issues.