This article considers the opportunities for learning and inclusive dimensions of role-play based on the reading and interpretation of a canonical text, drawing on a case study involving student-teachers. This exploration of role and learning through drama builds on the foundational work of Bolton and Heathcote. Focusing on students' particular purposes, motivations, and the resources that inform their diverse engagements in drama involves a detailed reflection on the possibilities that role-play offers to support learning in classroom contexts. These findings have implications for a pedagogical approach to teaching texts through drama.