In response to rising antisemitism in the United States, state governments have legislated Holocaust education mandates into their public school curriculum to encourage social-emotional growth in their students. This dynamic of Holocaust education is not unfounded, as the implementation of certain Holocaust education curricula have been shown to correlate with increased tolerance shown by the students, as well as decreased feelings of antisemitism later in life. Employing a traditional policy analysis to the 2020 Texas Holocaust education mandate, this paper finds that while the Texas policy is necessary, research-based and well-intentioned, it does not detail specific curricular expectations, appropriate necessary public funding and outline accountability and evaluation measures. This manuscript outlines paths for improvement in the Texas Holocaust education policy and concludes with a broader discussion of the purpose of Holocaust education moving forward.