The purpose of this mixed methods study was to explore the effects of the United States Holocaust Memorial Museum's work in partnering with professors from universities across the United States during a 1-year collaborative partnership through an educational program referred to as Belfer First Step Holocaust Institute for Teacher Educators (BFS HITE). The researcher was concerned whether or not the BFS HITE's teacher training program was an effective tool for educating and preparing future Holocaust educators by properly training university professors. A strong emphasis was placed on Holocaust curriculum and pedagogy in the literature review. The research questions were aimed at gathering answers from the professors concerning their perceived effectiveness of their intense training in Washington, DC, and the professors' perceived effectiveness with their students after the implementation of the workshop at the various participating universities. The researcher gathered this information through the use of a 26-item online Qualtrics survey created solely for this purpose. The instrument was first field tested on 29 USHMM representatives. Then, the same instrument was also e-mailed to 85 professor participants of the program. The researcher collected data by having participants respond to the e-mailed survey within a three-week period. There were open-ended survey questions addressing the qualitative component of this mixed methods research study. Researcher-made coding techniques were used to sort the open-ended responses. Quantitative data were analyzed by using a three-way MANOVA revealing that professor academic discipline, university teaching assignment, and type of institution had no significant difference on professors' perceptions of BFS HITE's effectiveness. The researcher found other items of interest regarding professors' input concerning strengths and weaknesses of the BFS HITE program and necessary teaching materials and resources for teaching about the Holocaust. Two conclusions were drawn from this research revealing that consistent communication is paramount in the success of providing an effective teacher training workshop from the planning stages to the final evaluation, and the USHMM's Web site is the most trusted and widely-used resource for professor participants teaching the Holocaust. Those findings and others are discussed in greater depth in the document. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]