This article reports the findings of a research project that saw researchers from interaction design and drama education come together with a group of eleven and twelve year olds to investigate the current and future complementarity of computers and live classroom drama. The project was part of a pilot feasibility study commissioned by the Australasian Collaborative Research Centre for Interaction Design (ACID) and followed many years of informal exploration by the researchers into the potential of computers to enhance learning through classroom drama experience and dramatic pedagogy. The participants--primary-school students with experience in learning both through drama and computers--were given opportunities in-role and out-of-role to reflect upon the different learning opportunities afforded by these approaches and to use their imaginations to design future environments able to further extend and enhance these possibilities. This article briefly describes some of the provisional theory and background of this research, the project action itself, and the findings that emerged from this exploration. These findings suggest that those learners placed a high degree of value on both approaches to learning, with heightened motivation, an enhanced sense of "being there," deeper understanding, and the chance to express opinions in a risk-free environment being outlined as some of the positive aspects of the complementarity. The learners also outlined a number of useful "possibilities" for the future of computer-based interactions for learning but were unified in their claim that none of these designs would ever be able to match what the "live" and "human" dimensions of drama interaction offer. (Contains 15 notes.)