Policy initiatives in inter-group education evolved in Northern Ireland and Israel at around the same time. In each jurisdiction, the emphasis is on improving relations between protagonist groups in ethnically divided societies. Central to this objective and at the core of integrated education (Northern Ireland) and bilingual/bi-national education (Israel) is sustained contact in a shared learning environment. Based on qualitative research in four schools, this paper examines the nature of the contact experience in two integrated schools in Northern Ireland and two bilingual/bi-national schools in Israel. Through comparative analysis, and with reference to contact theory, it illuminates some of the contextual and process variables that seemingly mediate the quality and moderate the effectiveness of contact in each school setting. (Contains 4 notes.)