In this dissertation, I investigate how Israeli staff members understand the intercultural encounter they experienced in an overnight camp setting; how they navigated the experience; and how the intercultural encounter has impacted them. The research was conducted through qualitative methods of data collection, including elements of ethnography, and based predominantly in the methodology of portraiture. Data collection took place over three months, and highlighted the experiences of three staff members with varying degrees of tenure at one summer camp. Based on the generally accepted notion that a connection to Israel is an important and valuable facet of Jewish communal life, and a worthy goal of Jewish education, educational practitioners have looked for ways to foster it. They have reported considerable success in cultivating positive feelings towards Israel through personal encounters between cohorts of young Israelis and Americans in informal settings, such as American summer camps and trips to Israel. In today's global world, and with the international access it offers, staff members may share many common interests. Nevertheless, Israelis and Americans come from very different backgrounds. As such models become more prevalent in the field it is valuable to look at these differences and encounters more closely. The role of Israelis in American Jewish education is an understudied area of research. Prior literature in this area tends to concentrate on Jewish identity. This research fills a gap in the literature by exploring the intercultural encounter as the key element in the relationship, and by highlighting the importance of the cultural background that an individual brings to that encounter. In the short term, a deeper understanding of this element might aid in the preparation of staff members of a different culture and in the adjustment of sojourners to a new environment. In the long run, it may help build the foundation for a more authentic relationship between members of the two cultures. Three areas of literature provide the theoretical background upon which this study is based: Intercultural Communication, Group Dynamics, and Transformative Learning. Analysis of the data revealed several common themes and dimensions shared by the participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]