Role-playing is considered a valuable pedagogical strategy in a variety of fields. However, the use of this strategy in teacher education is underdeveloped. In this study we employ script-writing for a play (which we consider imagined role-playing) as a variation on a role-playing method. We invited teachers participating in a Master of Education professional development program to write an imagined dialogue with a colleague, in which they advocate for their teaching methods. The scripts reveal participants' ideas about teaching as well as their perceptions of nature of criticism and opposition to their ideas. The benefits of the script-writing method are discussed. [For the complete proceedings, see ED597799.]