Throughout this article, we explore how multiple arts-based learning strategies (ABLS) helped subvert traditional literacy methods. We ask two large questions: (1) How, as critically conscious educators, might we break down inherent institutionalized oppressive structures and have an education of liberation and freedom? (2) What can we say about the students' sense of justice, equity, and social agency as a result of their involvement? We focus our thinking within the recent journey with a group of 20 tenth- and eleventh-grade high school students of diverse backgrounds (LGBTQ+, economic, ethnic, political, spiritual, religious, philosophical, etc.). We interrogate, challenge, and attempt to make connections between our multiliterate (Lewison et al.) critically situated arts based (Dawson and Lee; Marshall; Stankiewicz; Weltsek) approach and the school principal's condition that "[w]e can do this but the students need to learn how to write a five-paragraph essay." It is our hope this reflection encourages the use of drama and arts as pedagogy and praxis to engage teachers and youth in the creation of a more just and equitable education and world.