The author explores the dynamics of conflicting role expectations among Palestinian teachers in Israel while focusing on how these expectations are generated and shaped by the broader sociopolitical context of the Israeli-Palestinian conflict and its impact on the educational system. Following a brief review of the historical background and the changing role patterns among Palestinian teachers in general, the author focuses on Palestinian education in Israel and the role of Palestinian teachers. The author???s central argument is that the Israeli authorities have been systematically using formal education and the teachers’ role definitions to repress national identity and awareness among Palestinian students. Interviews with Palestinian student activists about the contribution of formal education to their national identity are used to illustrate the dilemmas and challenges experienced by the teachers.