Despite the inability to create islands of equality within a sea of inequality (Bekerman, 2004, 2007), most interviewees were far from presenting the initiative in which they were involved as a failure. On the contrary, many saw the very existence of integrated schools as a fundamental change in the harsh reality of segregation and hatred. The successes are expressed at various levels of activity by graduates, for example, who have influence on broader circles, especially in Arab communities, and by the creation of additional dialogue and meeting projects that have emerged from the schools.