Israel participated in the IEA Civic Education study, testing a representative sample of 11th graders in Hebrew and Arab academic state schools. A questionnaire was also administered to civics, history, and social sciences teachers within the sampled schools. In this paper I first provide information about how the IEA Civic Education Study was implemented in Israel. Next I proceed to present selected findings to demonstrate how rifts within Israeli society are mirrored in student and teacher citizenship attitudes and perceptions. The Israeli educational system consists of Arab state schools, Hebrew non-religious state schools, and Hebrew religious schools. These educational subsystems cater to diverse publics that are deeply divided over central issues within Israeli society, issues that concern the foundations of Israel as a Jewish-democratic state. Here I focus on the Arab-Jewish divide, an outlining the parameters of this rift within Israeli society, and then to demonstrating how this divide permeates the schools in ways that affect both the implementation and outcomes of civic education. Thus, I find that although the IEA questionnaire was designed for international comparisons, it can be used to detect issues that are unique to each participating countries. Thus, to more fully exhaust the rich data that has accumulated, the IEA should sponsor the publication of a series of national case studies in addition to providing international comparisons.