This case study conducted by a writing specialist and a theatre specialist examines the ways in which writing to learn and learning to write took form in a course in which the ultimate goal was a staged production for a live audience. Using naturalistic methodology that deployed both ethnographic and autoethnographic approaches to analyze the teaching and learning that transpired in Theatre 490: Experimental Theatre Studio, analysts reviewed the syllabus, assignments, production journal, responses to learning-to-write assignments, students' written final reflections, anonymous end-of-term course evaluations, a video of the final staged performance, and responses to a questionnaire completed by students nearly two years after the staged performance. Findings that incorporate video clips from the staged performance shed light on elements of teaching and learning that pass undetected when written artifacts alone are used to assess learning, including ways in which students learn from and about one another, learning through rehearsal and embodied performance, collaborative processes, framing research as an initial and collaborative venture, nurturing reflexive performances, learning to teach audiences, and engaging with invention as a social act. Implications are drawn for WAC/WID theory and for applications of Theatre 490 teaching approaches in courses outside of the performing arts.