During a teaching methods field experience, we initiated several processes to facilitate pre-service teachers' reflection, empowerment, and performance as they learned to teach students. Through an ethno-theater presentation and subsequent revisions to an ethno-theater script, we turned the reflective lens on ourselves as we discovered instances of our teaching within this field experience that required us to look at our data and ourselves as contributing actors in a series of scenes. Our analysis of the data (as captured through the performance text) led us to new understandings of "reflection," "empowerment," and "performance" through the constructed roles and relationships within this field experience work. We discuss the process of creating an ethno-theater script and the methodological impact it had on us as teacher educators and researchers. We conclude with a proposal for dramatic solutions to accelerating reflexivity within teacher education contexts. (Contains 3 notes.)