The goal of this research is to gain an understanding of how Arab civics teachers in Israel teach material that is inconsistent with their beliefs and aspirations. To this end, I conducted qualitative research employing interpretative phenomenological analysis. The findings show that different teachers find different ways to deal with the challenge. One group of teachers concentrates on teaching the programme as it is in order to avoid getting into trouble. Another group cautiously introduces creative strategies to expose the students to the Arab narrative that does not appear in the programme. A third group deals with the challenge directly.