Purpose: Expanding on Harris and Sinclair (2014, p. 5) claim that "the writing of a play is an act of inquiry", this paper aims to consider the joyful entanglements, messiness and friction-led use of creative methods within the context of a PhD in education studies. Design/methodology/approach: Amplifying the voices of both doctoral student and supervisor, the authors explain how the construction of a dramatic script informed the crafting of an alternative format thesis within which "the play's the thing" (Hamlet, Act 2, Scene 2). In responding to the influence of creativity in the lives of both the student and the supervisor, the paper uses creative and reflective writing as a method of inquiry to explore how practice and procedure are navigated in relation to non-standard theses submissions. Findings: The authors find that academic expectancy continues to influence the structure, form and presentation of the PhD thesis and argue that enduring tensions surrounding the reverence of "tradition" impact the application and nature of creativity. Originality/value: The piece aims to examine the multiple challenges faced but, importantly, highlights how the creative partnership between supervisor and student has forged changes in contemporary doctoral education in the awarding institution and the implications for future practice within doctoral education more broadly.