The goals in dispute resolution classes are myriad: build awareness, build understanding of the parties in conflict, and build skills to name a few. Experiential learning theory suggests that “adventure learning” in which students can physically and emotionally encounter the conflict will ensure even greater learning of all of these goals. This essay reflects our thinking and pedagogy in delivering a particular course on the Israeli-Palestinian conflict which included a one-week trip to Israel over spring break. From the perspective of the professor who planned the trip and a student who has now participated in two of these trips, we share our narrative, outlining elements before and during the trip as well as assessments conducted after we returned.