By drawing on my own experiences incorporating drama workshops into social work education, this paper aims to explore some insights and reflections raised during the training process. The workshop uses body work, role play and improvisation to make a play concerning the issues of child protection as medium to foster mutual learning between teachers and students. I employed a framework that combines reflection-on-action with critical reflection to explore how drama workshops facilitate in students and in me a critical reflection on self and learning. In addition, as a teacher, it was important for power in a classroom to be sensible in order to create a comfortable climate for dialogue among teachers and students. Also, the dialogue needed to contextualize the students' situation to include the wider context of social relations and environments in which students' performances are influenced.