The study described in this chapter was presented at the 2023 Drama in Education Days andaims to highlight learning processes in a drama- and language-integrated university course.The theoretical framework for the study is the theory of multimodal design for learning(Selander & Kress, 2021). According to this theory, the teacher designs for students’ learning,the students design and represent their learning as a final product and between theseprocesses, there is a dividing line. The data consists of observations in the drama classroom,field notes, audiotaped tutorials, and discussions that the students had both in the studentgroup and with the drama teacher. The data also includes written submissions of thestudents’ drafts and the drama teacher’s oral and written feedback. The results show thatlearning happens through several micro-processes of understanding, interpreting,designing, discussing, reflecting, and performing, and is not just a final product. The resultsalso show that the feedback the students get from the drama teacher and other studentssupports their learning.