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An important goal in educational initiatives that aim to promote peace in the Israeli-Palestinian conflict is overcoming mutual delegitimization. The drama Plonter (or “serious mishap” in Hebrew) aims to address a more subtle phenomenon referred to as “secondary delegitimization” (i.e., delegitimization among people who consider themselves supporters of human rights and do not recognize how they, in fact, contribute to delegitimization of the adversary group). Drawing on entertainment-education theory, this study examined the strategies the drama used to achieve this goal, and the responses of its viewers (n = 286) measured before and after they viewed the drama. Findings indicate that the drama employed two main strategies: humor and an attempt to elicit identification. Viewers' attitudes toward the issues addressed indicated a lack of consistency in their preliminary attitudes regarding human rights. After viewing the drama, a statistically significant shift toward enhanced legitimization of Palestinians' rights was evident among those who identified themselves as holding “leftist” attitudes. Possible bases for this type of secondary delegitimization, an elaboration of the construct, and potential ways to counter it through peace education initiatives are considered. Benefits and potential pitfalls of using the strategic combination of humor, personalization, and drama to get viewers to recognize their internal self-contradictions are also discussed. [ABSTRACT FROM AUTHOR]