Under the theoretical framing of experiential education (Dewey, 1910) and constructivist learning (Vygotsky, 1978), this research seeks to explore the intersection of Science and Drama, to consider how interdisciplinary teacher practice might develop a more meaningful student experience and understanding of Science as a Human Endeavour (VCAA, 2016) for middle school students in Victoria, Australia. This research uses Self-study Methodology to situate myself—a teacher in my practice—in exploring the research question through self-reflection, dialogue and critical analysis. Data collection methods include using interviews, focus groups and a reflection journal, and engaging with Applied Thematic Analysis to find connections through the collected data. As a teacher-researcher I reframed my understanding of the problem: finding meaningful learning for students was not a result of interdisciplinary practice. I must first consider a pedagogical foundation for student voice, confidence, and authentic connection. I must enable students to ask a human question, and then revisit the experience with students at a later date. Meaning was found not in the moments of the program, but in the meditation on it, and illuminated the critical nature of supporting students to reflect on their learning and experiences.