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This study analysed questionnaire responses from 309 history teachers who come from nine European countries and Israel. The open-ended questions explored their experiences of teaching Sensitive historical Issues (SI) from joint social psychological and history didactics perspectives. First data was analysed hermeneutically, it was then interpreted using a heuristic framework to analyse these teachers' beliefs about SI. Three themes of shared patterns were identified in teachers' answers: the choice of teaching SIs, pupils' emotional reactions, and teaching strategies. Focusing on the in-depth analyses of comments about teaching strategies, 29 representative quotes were identified illustrating the teachers' decisions to teach SIs, teachers' pupil orientation reflecting pupils' emotional reactions, and teachers' orientations towards pupils` learning.