"Journeys Unlimited," a piece of theater-in-education performed by Australia's Bouverie St. Theatre-in-Education team during one term in 1979 and described in this paper, formed an integral component of a larger curriculum development program undertaken in Australian primary schools. This analysis of "Journeys Unlimited" is intended to apprehend the multidimensional nature of a dramatic experience. The criticism that appears in this analysis allows teachers to plan for and be prepared to accommodate both the possible and the unusual and to avoid dead end situations that undermine the whole fabric of drama. The analysis is divided into five columns. The narrative/script column provides the verbal interaction between actors and actors, and actors and children. The structure column describes the space and everyone's movements around it. The actor/teacher's role column outlines the way the teachers function within the drama and the effect they directly have on the meaning that can be extracted from it. The student's role column explores the position in which the children are placed in relation to both the content and the actors and the learning which results from this arrangement. Finally, the language development column extracts the specific linguistic demands which are placed on the students. (HOD)