This personal reflection looks at the benefits of using performance pedagogy in the Shakespeare classroom, both in terms of a general understanding of the period and a student's personal connection to the text. Though the essay acknowledges our profession's ongoing dialogue in this area, it mostly seeks to look at how a student may change once she becomes aware of how an actor must split his perspective when acting: that is to say, seeing through the eyes of the character, but also seeing how the audience responds to that character. The essay includes personal anecdotes about students who act in the classroom, respond to actors in the classroom, and write about that response in journal entries.