The social work profession is grounded in principles of social justice, emphasizing the recognition and addressing of inequalities. Social work pedagogy has increasingly focused on anti-racist and anti-oppressive frameworks to confront historical injustices within the field. Despite their value to social work, when these frameworks are applied as singular or fixed ideological constructs, they may limit the inclusion of diverse perspectives in educational settings resulting in failure to address antisemitism. A recent example highlighting these limitations is the October 7, 2023 hamas attack and the impact of the Israel-Hamas war on social work education. The surge in antisemitism following these events reveals a gap in how anti-racist and anti-oppressive frameworks address the complexities and nuances of global conflicts. These frameworks, while essential, may not fully capture or contextualize issues like antisemitism that arise from international crises, suggesting the need for more adaptable and inclusive approaches to teaching social work. This study examines the experiences of social work educators, focusing on the professional challenges and personal toll of rising antisemitism following the events of October 7. It explores how these educators navigate hardships in their workplaces and classrooms, particularly as they intersect with anti-racist and anti-oppressive frameworks. By analyzing how they manage such struggles, the study offers valuable insights to enhance support for social work educators. Based on qualitative methods, this study was conducted using semi-structured interviews with 23 social work instructors who identify as Jewish or are closely aligned with Jewish communities. The interviews, comprising 22 primarily open-ended questions, covered aspects of teaching, professional life, and personal experiences post-October 7. Thematic analysis was used to identify core themes from the interview responses. The current study sheds light on how participants navigate social work education and their professional identity amid rising antisemitism. Key to managing these challenges are leadership support and strong collegial relationships, which help them discuss sensitive topics and reduce fear. Yet, personal struggles and insufficient institutional support often exacerbate their experiences of antisemitism. This study highlights the critical importance of understanding and addressing the intersections of personal identity, historical trauma, and global conflict within social work education. The experiences shared by Jewish educators and those with affinity to Israel post-October 7 reveal how personal and generational traumas deeply impact professional responsibilities and relationships. The study calls for a shift in focus from political discourse to personal struggles, emphasizing the need for social work curricula to embrace complex understandings of global issues beyond the traditional anti-racist and anti-oppressive frameworks. Institutions can better support educators and students by fostering a safe and inclusive learning environment while addressing antisemitism with the same rigor as other forms of discrimination.