Role-playing is an unscripted dramatic technique that encourages participants to improvise behaviors that illustrate expected actions of persons involved in defined situations. However, among various uses in developing professionals, the use of role-playing in teacher education is rather rare. To give all students the opportunity to participate in the role-playing scenario, the authors turned to imagined role-playing that is, writing a script for a dialogue between characters. The authors considered this to be imagined (rather than enacted) role-playing. In particular, the authors aimed at addressing the research questions: What is revealed by the scripts composed by practicing teachers about their views on the teaching of mathematics? What is revealed in the perceived concerns of a colleague or an administrator? In this study the scripts produced by participants demonstrated their views of teaching, analysing where their emphasis on students' intellectual needs as learners becomes apparent. They also demonstrated participants' perceptions of which traditional views they may be facing in their practice. Further, the exercise helped in articulating their argument for their instructional approaches and beliefs, should the script become a reality rather than an imagined role-play.