A study investigated the learning processes of four bilingual teachers, two elementary and two middle school, during a course in creative dramatics taken for professional development. Data were drawn from taped study sessions, participant journals, observation, and individual interviews. Using analysis frameworks produced by the participants, the data were synthesized into narratives about the different teachers' varying experiences during the course. Parts of one narrative are presented. It was found that each teacher's experience was quite complex, due to the numerous teaching and learning activities in which each was engaged. Common themes emerged in the teachers' stories: active participation in a creative drama course has positive benefits for classroom practice; teachers trying creative drama in their work with second language learners need long-term support; and the experience provided personal as well as professional growth. Notes provided by the participants are appended. Contains 41 references. (MSE)