Perhaps more than ever before, educators need innovative and successful approaches to developing the defenses of peace in the minds of all humanity. They have witnessed the consequences of not attending to these needs in the many and varied international, interethnic, and intergroup conflicts around the globe. And while there are a variety of approaches to peace education, such as those that Ian Harris and Mary Lee Morrison have chronicled recently, they still know too little about how to encourage a peaceful orientation. The author's own reflections on these issues, prompted by two decades of work in conflict education, were stimulated during a three-year project in the Gauteng region of South Africa in the immediate postapartheid era. In this article, the author shares some reflections on their successes and their missed opportunities and integrates those thoughts with more recent developments in peacemaking. The majority of her attention in this article is given to exploring the possibilities for conflict intervention using the concept of single identity work as a process that enhances the potential for collaboration among youth involved in entrenched and even intractable conflicts, especially when used in conjunction with contact-based interventions. (Contains 44 notes.)