The aim of this article is to shed light on the complex role of drama teaching and drama teachers' learning trajectories. Within a socio-cultural framework of understanding, an ethnographic study was conducted on the culture and context of drama implementation in schools. The theory of practice architectures by Stephen Kemmis and Peter Grootenboer is used to interpret the findings. The findings reveal that the learning trajectories of drama teachers can both be seen as illustrating the significance of recognition and the importance of community and that drama teaching is recognised as a complex and demanding career.