This essay provides a window into an eighth-grade class engaged in a legislative curriculum drama. The author, an eighth-grade social studies and literature teacher at a private New York City elementary school, describes her use of a legislative curriculum drama to make an eight-week study of the legislative branch of government a more dynamic and accessible way of learning and teaching than simply following the pages of a textbook. In her classroom, students worked as Senators. They interacted with each other as a political group and grappled with defining their own political agendas. They participated in legislative hearings, and discussed the cost and benefits of legislative ideas. They engaged in debates and took legislative action. The author describes how she prepared and set up this curriculum drama and the readings and activities that her students would do. Examples of dialogues that she transcribed are presented. She describes the similarities and differences between curriculum dramas and simulation games used in many classrooms. The use of curriculum drama enables students and teachers to construct a new way of interacting in an authentic way within the curriculum. Curriculum drama became curriculum in action with students moving beyond studying "about" the legislative branch of government to learning "within" the legislative experience itself. (Contains a list of additional readings.) [Publication date varies: 2002 copyright.]