This study investigates the unique experience of Arab teachers? integration in Jewish schools through exploring differences in self-concept between them and their counterparts who teach at Arab schools. The study aims to identify and predict the factors which relate to the differences, given the unique socio-political context of the Arab-Jewish conflict. In addition, it investigates Arab teachers? attitudes towards the languages they teach-Arabic and English, as well as identity-related aspects. The quantitative analysis indicates that Arab teachers at Jewish schools have higher self-concepts than their counterparts who teach at Arab schools. Moreover, the findings show that Arab teachers who teach at Jewish schools have got more positive attitudes towards the languages they teach (Arabic and English) than their counterparts who teach at Arab schools. The study?s findings give further support to the existing project in encouraging the integration of Arab teachers in Jewish schools while maintaining the positive attitudes towards the languages they teach; sustain positive relationships between teachers, students and parents; and raise integrative motivation among Arab teachers.