In this article we explore how we as teacher educators translate a new vision of Israel education into curricular practice in the preparation of emerging Jewish educators. Using a practitioner inquiry mode of research, we reflect on our existential vision of Israel education and its translation into practice as creators and directors of a semester in Israel program. Analyzing a variety of data sources--including internal and external documents, course syllabi, the program's experiential components, and strategic institutional partnerships, as well as students' course papers, emails, exit interviews, and oral conversations--we find that an immersive cultural curriculum yields important outcomes for students who engage with our vision of Israel education.