This article describes the process of using an ethnodrama while working with older adults learning English as an additional language. By examining a 4-month-long period of Seniors Drama Club, created to offer theatre-based language learning experiences for Vancouver's immigrant senior population, the authors draw attention to the complex learning that occurs at the intersection of drama education and additional language learning. The aim of the article is twofold. First, the authors show the benefits of using adaptable and "living" texts--such as an ethnodrama--in language teaching. Second, the authors argue that framing of language learning as a collaborative theatre project empowers learners to take agency of their language learning and future use. In conclusion, the authors elaborate on some of the promising practices developed as the outcome of this community-based project.