This paper explores the cultural implications of the use of the "Theatre in Language Learning", or TILL, model of applied theatre in the second language (L2) classroom. Using a dramaturgical taxonomy the author explores the changes in dramaturgical focus undertaken by Vienna's English Theatre over a 25-year period, and interrogates their effect on student perceptions of "Englishness". The paper identifies and charts the development of three distinct play cycles which, although operating concurrently, present contrasting and in many cases conflicting visualisation of English life and culture to their L2 audience. Exploring the compositional, structural, and linguistic elements of these works the author argues that the TILL model presents a vision of England which is both performed and performative, and has been dictated by motivational, educational and social agendas. (Contains 3 tables and 3 notes.)