This paper reflects on issues arising from a research-informed learning and teaching project intended to enable student teachers of Modern Languages to experiment with the use of unscripted 'process drama' in their classroom practice. The idea that process drama could become part of the language teacher's repertoire has been in circulation for some time [Kao, S. M., and C. O'Neill. 1998. "Words into Worlds: Learning a Second Language Through Process Drama." Edited by G. Bräuer. Stamford: Ablex]; yet there is little evidence to suggest that it has become widespread in schools in England. The aim of the project was to enable student teachers to acquire drama teaching techniques which they could incorporate into their own practice in order to enrich the learning experiences with their students through creative and imaginative use of the foreign language in the classroom. The research was undertaken by two teacher educators on a secondary initial teacher education programme in a university in England. The paper concludes that it is both possible and desirable for student teachers to encounter alternative approaches which challenge the norm and that with support they may develop innovative practices which can survive the 'crucible of classroom experience' (Stronach et al. 2002, 124).