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Traditionally, Jewish teachers in Jewish supplementary school programs in the United States have erased the history of Palestinians when teaching about the founding of the State of Israel. Since Jewish students have been taught a single-sided story that ignores the injustices perpetrated against Palestinians in the Occupied Territories, they now feel betrayed by their Jewish education. The purpose of this study was to learn how the Hamas attack on Israel on October 7, 2023, impacted Jewish teachers as well as their students, classrooms, and communities during the subsequent Israel/Gaza war. This research project explored how teachers made decisions, experienced critical tensions, and reflected on teaching about the conflict. Looking through a critical theoretical lens at how the Israel/Palestine conflict is taught in Jewish schools uncovered attitudes and beliefs in contradiction with the Jewish values of justice and peace. Data were collected via a survey, questionnaires, and one-on-one interviews with 20 Jewish educators, mostly from the San Francisco Bay Area, during the first ten months following October 7. Teachers reported a knowledge gap resulting from insufficient opportunities to learn about the historic and ongoing displacement of Palestinians. Teachers also expressed that after October 7, students felt disillusioned by the one-sided history they had been taught along with the disconnect between their Jewish values and the actions of the State of Israel against Palestinians. Results from this study offer insight and implications for creating curriculum and providing professional development for teachers.