This article describes a research program of performed ethnography that I have used as a pedagogical tool for anti-homophobia teacher education at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). Performed ethnography involves turning ethnographic data and texts into scripts and dramas that are either read aloud by a group of participants or performed before audiences. This fairly new qualitative research methodology has been taken up by a number of writers and researchers in the disciplines of sociology and anthropology and in the fields of performance studies, theatre studies and arts-based inquiry in education (Denzin 1997). My own work brings performed ethnography into the field of critical teacher education. I began working with performed ethnography in December 1999 and have found that it has allowed me to share research findings on equity, diversity and schooling in a way that matters to my students who will be certified as teachers upon graduation from OISE/UT's teacher education program. To date, I have written three ethnographic play scripts on the topics of linguistic, cultural, racial, religious and sexual diversity (Goldstein 2004, 2003, 2001). All together, the three plays have received 33 readings and one amateur production. In this article, I will focus on my work with my latest play Snakes and Ladders (2004), which disseminates research findings on homophobia and schooling. I begin with a brief commentary on why I have embarked on a research program of performed ethnography for critical teacher education. Next, I provide some background on the critical ethnographic research study that informed the writing of Snakes and Ladders. This is followed by a plot synopsis, excerpts from the play and a preliminary analysis of the play’s pedagogical impact. I conclude the article with an outline of the ways I plan to deepen this preliminary analysis.