Qualitative empirical analyses of interactive digital testimonies within Holocaust Education do not benefit from a specific and long-established theoretical and methodological tradition since the use of interactive digital testimonies is relatively new itself. Hence, there is a need to discuss qualitative methodological approaches to better understand the field itself along with proper analytical research instruments. For this reason, this article discusses qualitative methodological approaches to highlight the analytical capacities within a qualitative methodological framework when it comes to investigating interactive digital testimonies in Holocaust Education. Therefore, it focusses in a first step on the key characteristics of a qualitative empirical approach in general and its potentially favorable traits for investigating digital testimonies in Holocaust Education (1). The various qualitative empirical approaches and perspectives and their application in the specific field of Holocaust Education is subject of the second step (2). Thirdly, light will be shed on the possibilities as well as the limitations for further research in the new and specific field of digital interactive testimonies (3). The concluding remarks, however, center on the vital role of observational approaches when investigating interactive testimonies within Holocaust Education (4).