Play is very "on trend" in the primary sector, but is it a suitable pedagogy for secondary students? Based on research into play-based learning in a Year 11 English class, this article provides an overview of play theory, describes a typical play-based lesson in Year 11 English, considers three different approaches to assessment, discusses three broad themes that have emerged through student voice, and provides an illustrative case study of how the freedom inherent in play-based learning allows students to develop personal understandings and challenges our understanding of the role of the teacher.