Secondary school theatre programs in the United States range from a single class or an annual play or musical to programs with comprehensive curriculums and production seasons headed by several certified theatre teachers. Whatever the size of the program, whenever adults are engaged in dynamic educational and artistic experiences with children twelve-to eighteen-years-old, many questions arise. Fundamental among them are ethical considerations. How should teachers develop their learning communities so that, at this critical time in children's development, the instructional and creative environment is physically, emotionally, and socially safe for students naturally and appropriately to grow toward adulthood? In this article, the author explores a few of these ethical issues and offers additional questions for reflection and consideration.