The purpose of this research was to examine how internationals, Palestinians, and Israelis interested in developing and articulating a culture of peace understand their work within the broader context of the Palestinian/Israeli conflict. This study employed critical qualitative methods including advocacy research and elements of critical ethnography. Participants in this study were 12 peace educators working in the context of Palestine and Israel. Four of the participants were Israelis, four were Palestinians and four were internationals. Data collection included interviews, collection of artifacts (conference papers, and PowerPoint), peace education materials and websites of the peace education websites the participants worked with. Data was analyzed through a lens of global feminism. Findings of this research indicate that peace education focused on Israel and Palestine must be considered as peace education under Occupation. The Occupation of Palestine frames the processes and outcomes of peace education work in this area. Consequently, barriers to peace were a constant theme running through the data. While the participants engaged in peace education activities focused primarily on dialogue, sharing, and developing common goals, the persistent presence of physical, ideological, and political barriers constrained these activities. [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.]