The Naphtali Herz Imber Jewish Day School proudly proclaimed its commitment to Israel, yet many of its students experienced profound ambivalence toward the Jewish State. Why? The school was committed to a series of contradictory values which surfaced in its approach to Israel education. This article outlines three distinct yet interrelated tensions: tensions between an open exchange of ideas and a non-debatable loyalty to Israel; between pluralism and Zionism; and between inclusivity and expertise. It demonstrates how American Jewish students--when confronted with values in tension--struggled to make sense of Israel and their relationship to it. (Contains 1 table.)