Teaching Artists are adept at transforming unlikely and borrowed spaces into rich sites for creativity and learning. This chapter draws on Soja’s (1996) theory of thirdspace to consider how participants actively shape, and are shaped by, the dramatic space. In Drama-in-Education, participants bring their historical-social-spatial selves into co-creative processes. Teaching Artists can facilitate these processes in ways that centre and celebrate participants’ complex and evolving identities. The chapter analyses how participants bring their whole selves to bear on the creative process, using Dunn’s (2011) playwright function framework to reveal how participants actively shape the thirdspace through role play and improvisation.