This article describes how four high school English teachers and a college professor engaged in an "instructional experiment" that focused on the verbatim docudrama "The Laramie Project." An overview of the research project is provided, along with selected moments from the experiences of the participating teachers and their students, and reflections on the concept of equity, as it surfaced in the responses of the constituencies involved in the effort. The story of this project serves as an example of one intentional instructional intervention to diversify the experiences students have with texts in their English classes and to foreground a discussion of inequity as a cultural trait that diminishes our humanity.