The dramaturgical method has been used to analyse teaching and didactic contexts, but the method is not adequately described or established in such contexts. In this article we use dramaturgy as a lens for describing and analysing teaching. The teaching examples are taken from a professional workshop where student teachers and their instructors teach Norwegian 7th grade pupils. The article examines how dramaturgy has a place in classroom research. The article shows how dramaturgical analyses of teaching can proceed, step by step. This is followed by a discussion of what dramaturgy as a method can contribute to classroom research.