This article reports an interview study focused on teacher beliefs about war, peace, and education. We use a conceptual framework that calls attention to the social and psychological factors that contribute to the meanings of war and peace. Data are presented in three composite cases to convey the range of beliefs and perspectives expressed by our participants. We also discuss themes drawn from across the cases, including the relationships of war and peace to understandings of patriotism, military service, gender, and religion. Finally, we discuss the study's implications through examples of war and peace as potential curriculum content.