This qualitative exploratory case study covers Lebanon’s conflicted history that has left its people with unfulfilling history education. The purpose was to explore potential stakeholders and possible factors to motivate participation in Lebanon’s process towards a formal history education. Previous research has shown a need to combine stakeholders with a top-down approach to resolve conflicts over history education in post-conflict societies such as Lebanon. The study was conducted through a sample of digital articles representing people from Lebanon. The sample was analysed with a Qualitative content analysis. The findings showed that sceptical individuals have the potential to act by both enabling and challenging historical narratives in the social space they have access to. Stakeholders such as teachers and historians are today already organised to move history forward within education. Potential factors that could motivate Lebanese to participate in the process were cognitive- and financial rewards that today are left out. These findings showed an optimistic outlook on the long struggle over history education in Lebanon and could work as a recommendation for further research.