In this article, the author shows that Shakespeare exhibits artistic mastery in the way he cleverly interweaves rhyme throughout his plays, effectively manipulating how audiences view the action onstage. She also demonstrates how educators need to help students discover the intricacies of rhyme in the plays to learn to navigate through Shakespeare's difficult texts. Although rhyme undoubtedly occupies a role in most (if not all) of Shakespeare's dramas, the author's discussion in this article is limited to three of his earliest plays: "The Comedy of Errors," "Titus Andronicus," and "Romeo and Juliet." In all three, Shakespeare's use of rhyme affects auditors differently, and if educators can help students see the importance of the rhyme (or lack thereof), they may be able to help them better understand and appreciate Shakespeare's works.