This qualitative case study examines the intercultural experiences of eight pre-service Bedouin teachers during their practical training in Jewish elementary schools in southern Israel. Employing a thematic analysis approach (Clarke & Braun, 2017, Braun & Clarke, 2013; Braun & Clarke, 2019) this research investigates two primary questions: (1) How do pre-service Bedouin teachers experience intercultural encounters within Jewish school settings? and (2) What are the perceived impacts of these encounters on their cultural awareness? Framed by Super-diversity Theory (Vertovec, 2007), Interculturality Theory (Dervin, 2016), and Social Identity Theory (Tajfel & Turner, 1979), the findings highlight how participants navigate and balance their cultural and professional identities. Data from semi-structured interviews revealed four key themes: initial fears and expectations, intercultural interactions, linguistic challenges, and pedagogical growth. While participants initially expressed anxiety about their minority status, most experienced positive and supportive interactions. However, cultural exchanges were often one-sided, with limited reciprocal learning about Bedouin culture. Language emerged as both a barrier and a key to belonging, with Hebrew proficiency seen as essential for integration. Notably, professional identity and pedagogical concerns took precedence over cultural identity. The findings suggest that teacher training programs should incorporate structured intercultural training, language support, and opportunities for reciprocal cultural exchange to better support minority educators. Future research should further explore the role of cultural identity and examine intercultural dynamics from the perspective of majority-group students and educators.