The Musical Dialogues course brings together Arab and Jewish students studying music at the Jerusalem Academy. Against the backdrop of the long and violent conflict, the course’s founders and instructors developed tools to foster mutual understanding and respect for the culture of the “other" (Cohen & Laor, 2003). Since October 7, the brutality of war has posed an increased challenge for both instructors and participants.This article addresses the question: How do participants (students and instructors) evaluate the contributions and limitations of the course?Strategies to foster dialogue include modeling dialogue through our own collaboration, introducing basic music theory from both cultures, joint performances and improvisations, co-creation of experiential teaching methods, and engagement with pedagogical challenges by mixed teams in an Arabic-speaking school and a Hebrew speaking school. These efforts culminate in a joint concert for Arab and Jewish children at the Jerusalem Academy.Reflection plays a central role, with both faculty and students documenting experiences. At the end of the course, students submit anonymous written observations and evaluations to an open-ended questionnaire. Participation in this aspect of the course is voluntary.Responses are analyzed in terms of the effectiveness and impact of course strategies on participants. Results from previous year’s questionnaire reveal that students perceive learning music from another culture as contributing to mutual respect, appreciation, and understanding. Moreover, they often link musical understanding to deeper awareness of emotions and social behaviors. Music is described as a bridge that enables participants to overcome barriers of spoken language and connect with the inner life of the other.Although similar projects exist in Israel (Gilboa & Salman, 2019), the distinctiveness of this course lies in combining musical and educational dimensions of partnershipand understanding. We hope that the encounter and intercultural understanding may be transmitted to children from both cultures, extending impact to broader populations and younger ages, before social values are firmly shaped. It should be stressed that the majority of students who have participated in the course over the years envisioned initiating similar projects within their own communities.