This paper analyzes the process and relations among actors of the Israel-Palestine History Textbook Dialogue Project. The project targeted teachers to learn about their historical perceptions of "others" by writing and sharing their own history and showing students two different historical perceptions. The researcher clarified the following four points from the document analysis and interviews with the project participants: 1. A new style of the textbook was developed and showed other countries a new approach to "knowing others." 2. Writing the textbook by teachers and knowing each other's historical narrative increased the teachers' motivation to teach two narratives even though the use of the textbook itself is prohibited. 3. While collaboration with external organizations and receiving financial support made it possible to continue the project, it sometimes affected the project. 4. The relationships among the project members influenced the content and their discussion about the project. While it is significant that the project was accomplished under the fierce conflict, it is also the difficulty of history textbook dialogue under a conflict that participants cannot escape from the bias toward self-groups and other-groups that have arisen from the long-standing historical perception.