This paper reasserts the significance and centrality of the body in experiences of learning and assessment in A-level drama. Drawing on data gathered from semi-structured interviews with A-level drama students and teachers, the findings highlight the importance of embodiment in ways of learning in drama education and problematises the impact of methods of assessment on the false dichotomisation of theory and practice. Using playwriting as a form of inquiry, the narrative accounts of the research participants are critically and creatively analysed and (re)presented in the form of a dramatic text which positions the body as a site of meaning-making and considers the generation of new knowledge as an iterative process of co-construction. In doing so, the teacher-researcher-playwright's body is led by the 'data wants' to explore ways of knowing which are rooted in creative practice and provide space for the participants' stories to speak back to the world through a medium fitting of their lived experience.