Intergroup dialogues are co-facilitated, face-to-face dialogues between two groups that have a history of conflict (for example, White people and people of color). Although researchers have explored the outcomes of these dialogues among students, little is known about the role of facilitators. Drawing from a case study of an intergroup dialogue program, the authors employ student development and learning theories to explore the tensions with which facilitators wrestled during these dialogues, including their authority and expertise, seeing knowledge as socially constructed, and sharing personal experiences during dialogues. Implications for intergroup dialogue facilitators to better manage these tensions are provided.