This article explores the inclusion of narrative and performance theory and practice in a communication studies classroom. In using their own classroom discourse as a running narrative, students apply theoretical narratives in exploring a complex Middle East story. They deconstruct, reconstruct, and apply theoretical principles to practice using a singular sociocultural context. Stressing the importance of performing stories helps students appreciate new possibilities for thought and action. By emphasizing the performance of narratives, students experience and develop an appreciation for multiple, even contradictory, meanings within narratives and are better able to recognize moments of shifting positionality within a story. (Contains 1 note.)