Using Augusto Boal's Theater of the Oppressed (1985) playmaking structures, students in an undergraduate education course, Educating for Social Justice, developed forum plays--brief improvisational scenes designed to provoke discussions of power imbalances. The plays focused on "gay rights," a topic the participants self-selected through guided discussions about injustice. The plays were performed for an English class of tenth-grade high school students. As a mode of investigating the efficacy of this instructional strategy to spur self-reflexivity, data about the college students' experiences were collected during each class session and in subsequent semi-structured group interviews. This article describes the project and the participants' reactions to the invitation to step into the role of ensemble member and play-maker, as well as the development of their critical consciousness about the effects of cultural bias.