In this article, classroom researcher Harrison Campbell recounts his research into the literacy experiences of eight junior high (grades 8 and 9) students over the course of a school semester in Western Canada. Using phenomenological inquiry, Campbell invited students into a process of making meaning through experience. These experiences, brought to life in interviews, journaling, and performances, sought to explore this question: "What is it like to experience literacy within a theatrical space?" With a background in drama education, elementary and secondary language arts, and community theater, Campbell was curious to know how the arts--and drama in particular--might be used to help students reflect on the role that literacy plays in their lives. The findings of this study revealed how these eight young people used the processes of drama to uncover personal interpretations of literacy while developing agency, authorship, and identity. Campbell concludes that by moving literacy from the page to the stage, language arts teachers can create more personalized connections to literacy for their students, challenge them to think about their language learning differently, and create a more holistic and social literacy experience in their classrooms.