This paper will make a critical comparison between the stages of the Hero's Journey as presented by Christopher Vogler and the taxonomy of personal engagement as articulated by Educational Drama theorists. Both Vogler's journey and the taxonomy describe how a person travels from one world into another and back again, combining the two results in a 'double journey' that may be used as a model for the creation of an Educational Drama series where participants are engaged in such a way that their own values become externalised and can be place into dialogue with other values such as those underlying the South African constitution. However, this cannot be done uncritically, because there exists a close relationship between the Hero's Journey and the values communicated by the particular interpretation of the journey. Firstly, because Vogler's journey is used for the creation of many Hollywood films, the teacher-director/s must be careful not to reproduce 'Hollywood values' in the educational process. Secondly, the teacher-director/s must ensure that their own values do not dominate the process so that the participants are coerced into accepting them uncritically. The discussion of the role of the teacher-director as mentor and guardian of values is held against the background of a practical process with a group of 14-18 year olds who journeyed into space to negotiate peace between Earth and the aliens from the Dekamon Empire.