In this article I investigate how one group of teachers deliberated about Israel education with the intention to "modify the myth" as they engaged in curriculum reform. I begin from the idea that curriculum development should be an in-house endeavor that encourages faculty to embrace their roles as curricular decision-makers. Participants readily shared insights and suggestions from personal experiences and practices and explored goal language for teaching a critical Israel. However, moving from individual reflection to practical decision-making proved complicated due to factors stemming from personal and professional identities, school structure and culture. I consider implications for harnessing teacher potential as Israel education curriculum developers.