SUMMARY
This article explores the generative relationship between complexity, performance, and teacher education. In a moment of crisis, a drama educator comes to recognize the potential of role drama as a teaching strategy to introduce student teachers to the complexity of teaching and learning with students. With the assistance of cantankerous judge and a restless jury, the author illustrates how exploratory spaces of performance bring participants to the “edge of chaos” where new learning and insights emerge. The use of role drama as a strategy in teacher education creates valuable learning opportunities for student teachers that encourage mindful awareness and reflective practices.