This paper illustrates the use of two language-teaching and learning methods (process drama and theatre) in a class of Italian. Process drama is based on improvisation, over-identification, and dramatisation from a short set of coordinates that students can read just a few minutes before the activity that will be later performed in class (see Dunn, 2016; Giebert, 2014; Hulse & Owens, 2017; Jun, 2001; Kao & O'Neill, 1998; O'Neill, 1995; Piazzoli, 2010; Pirola, 2011). Theatre, on the contrary, is based on a script; it involves actors, a director, costumes, set, props, and an audience (see, Fonio, 2012; Guerra & Militello, 2011; Marini-Maio & Ryan-Scheutz, 2010). These methods promote different learning experiences and through reflection on my teaching experience I demonstrate how both process drama and theatre can enrich the student experience and foster a creative and imaginative use of the foreign language in and outside the classroom. [For the complete volume, "Innovative Language Teaching and Learning at University: A Look at New Trends," see ED594807.]