This article describes the collaborative work of three teachers -- two Arab and one Jewish -- as they taught first grade together in a then new bilingual/bicultural school in Israel. The article is based on an ethnographic study the author conducted at the school during the school's first year (1998-1999), examining in particular the interactions between the teachers to determine how working collaboratively inside and outside of the same classroom context influenced each teacher's understandings about themselves and each other as Arab and Jew. Together, these three teachers negotiated their classroom work, entered into planning conversations, held discussions with parents and others, and shared teaching episodes. As they discovered and worked through the dilemmas of this collaborative work, they learned more about themselves as Arab and Jew, ultimately reshaping how they taught their students. As three teachers with different cultural histories, they were forced to reflect on their beliefs and actions from a number of perspectives as they engaged in the work of the school. They began to develop -- or further develop in some cases -- a critical consciousness in each other's company. This was particularly true for the Jewish teacher who is central in this article. It is her learning -- as a member of the culture of power in Israel -- that most closely resembles the potential learning that could be realized by today's teaching cohort in the United States if teacher educators create structures and opportunities that enable meaningful cross-cultural learning to take place. The author posits that a more collaborative and cross-cultural model of teaching and teacher learning is worth thinking about as teacher educators work to prepare teachers everywhere, particularly in the United States, to address the needs of the diverse students in today's schools.