Although many professors realize that note taking while listening to a lecture results in shallow learning and a lack of student engagement (Hartley & Davies, 1978), lecturing remains the primary mode of instruction. A recent challenger to the dominant notetaking/PowerPoint paradigm is Reacting to the Past (RTTP). To capitalize on the excitement and engagement that RTTP generates, a management instructor employed this technique within a Principles of Management course. Grounded theory was used to analyze data collected across two semesters and to construct a theory and a story line. The author provides a figure depicting various roles within the RTTP games and explains how the enactments were adapted within a non-traditional RTTP area.