The study aims 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 these processes, there is a dividing line. The data consists of classroom observations in the drama classroom, field notes, audiotaped tutorials, and discussions that the students have both in the student group and with the drama teacher, written submissions of the students’ drafts, and the drama teacher’s oral and written feedback. The results show that learning appears through several micro-processes of understanding, interpreting, designing, discussing, reflecting, and performing, and not just a final product. The results also show that the feedback the students get from the drama teacher and other students supports their learning.