Recent research on peace education enables us to draw important practical lessons that underscore the unique characteristics of educational work in regions of intractable conflict. In this context, peace education focuses on collective rather than individuals and deals with deeply rooted historical memories and unquestionable societal beliefs. A series of studies with Israeli and Palestinian participants of peace education programs are described. These programs vary in terms of content, scope, duration, and composition of participants (which included both students and teachers). Research findings reveal the complexity of issues involved in attaining durable and worthwhile effects through educational activities: short-term benefits of decreased social distance and greater acceptance may erode over time; on-going violence and the flare-up of hostile emotionality may block attempts to understand the opponent’s perspective; conflicting needs, aspirations, and power/status asymmetries may dictate incompatible agendas or prohibit a mutual common ground for constructive interaction. On the other hand, these studies demonstrate the potential of carefully designed programs to enhance participants’ ability to describe and understand the adversary’s collective narrative, to engage in constructive negotiations over issues of national identity and demand for recognition, and to refine interpretations of key concepts to express a less monolithic outlook. These lessons are likely to be applicable also to peace education in other contexts. eTo be published in: Theory to Practic))