The chapter traces a personal and pedagogical lineage from role-based teaching to educational larping using an autobiographical account. It touches on teaching drama using Teacher-in-Role during the heyday of British educational reform in the 1980s; the subsequent discrediting of the arts as a knowledge tradition; and the experience of being participant in a recent larp to teach the rudiments of edu-larping. It details how the processes of roleplay and reflection, informed by social justice goals, equipped young people with skills for living, before looking at how these techniques of performance-without-audience reappeared over the last 30 years as in larp games. Drawing on work over multiple decades, the chapter describes the contribution of legendary educator Dorothy Heathcote, illustrates the learning environments that preceded current initiatives and juxtaposes learning by doing with learning by imagining doing. The piece concludes with the author participating in Lumen: Journey to Hope, an educational game and reflecting on the differences and strengths of the two dramatic traditions and what they could learn from each other.