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This comparative case study examines how the intractable Arab-Israeli conflict influences teaching and learning in three Jewish day high schools in the US representing three different populations: Yeshiva High (Orthodox), Conservative High (Conservative), and Community High (pluralistic). Three research questions guided the work: What do students learn about the Arab-Israeli conflict and why? How do teachers’, students’, and the schools’ cultural, pedagogical, and/or ideological commitments regarding Israel impinge on the Israel curriculum presented in the classroom? How do teachers and students manage and respond to classroom discussions about controversial Israeli issues? The literature that informs this study derives from research on the teaching and learning of controversial issues and from the idea of intractable conflict, which occupies a central place in Israeli society. Data was gathered over a year-and-a-half of fieldwork, which involved classroom observations, multiple teacher and student interviews, and the collection of instructional materials.