This article explores the power and potential of a role-play collaborative argument project centered on a literary work that has been banned or challenged in schools. In the project, students read a banned or challenged novel as they prepared to play the role of a community stakeholder (parent, teacher, librarian, minister, etc.) at a simulated town meeting held to discuss the appropriateness of the book for the local high school English curriculum. As they prepared, students read case studies of censorship throughout history, learned about frequently challenged books, and interviewed adults in their community about what makes literature suitable for the classroom. The project concluded with the simulated town meeting and a reflection on the perspectives enacted during the simulation.