This study aims to investigate and understand the educational potential of using Nazi-propaganda films as teaching material in Swedish high schools. The study is rooted in the theory about what purpose different historical uses can have. The scientific method used was a literature study aimed to investigate, compile and develop arguments for the use of these films, using previous research. These were also integrated and compared with the curriculum provided by the The National Agency for Education. This resulted in different aspects worth noting. These aspects are film didactics, media literacy and the teaching of disturbing parts of history. Some teachers may consider it too controversial or upsetting for students to understand these films. But as studies suggest, history is not seldom upsetting. Some students also perceive themselves as untouched by propaganda material, because they already have acquired a sense of reading films and other historical documents. However, studies claim that students and teachers overestimate the students’ ability to analyze films used as a tool of propaganda. Some studies also theorize that more recent cases of crimes against humanity in different parts of the world is evident of this claim, meaning that the education about propaganda has in many ways failed. The conclusion is that Nazi-propaganda should not be disregarded as an obstacle, and the hope of this study is that history teachers will recognize its potential to create debates around historical uses and what repercussions these uses can have.