Within a partnership between a California university and Globe Education (Shakespeare's Globe, London), this study features early-career teachers working to infuse Shakespeare and drama in diverse K-12 classes. Teachers needed links between a five-day immersive London course and new jobs in diverse California schools. A three-day university Institute a year later provided a "structural bridge," featuring unit designs and drama activities for "Julius Caesar." Empathy and perspective-taking provided a "conceptual/thematic bridge," making text and activities timely for democratic, equitable societies. Adaptive teaching provided a "pedagogical bridge," guiding teachers to make partnership practices meaningful. Two first-year teacher cases illustrate challenges and possibilities.