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The purpose of this qualitative arts-based research study is to illustrate the potential of using found poetry to explore Palestinian and Arab teachers' perceptions and the experience of their participation in a drama in education summer school. The study sought to gain insight of how nine teachers from Palestine and Arab countries start their journey in learning drama and how they make sense of their experience. This study is grounded in narrative inquiry and interpretivist standpoint theories and presents teachers' lived experience in poetic form. In this study, I adopted a qualitative case study design paired with poetic research methodology to interpret and analyse the teachers' experiences in depth. The study uses semi-structured interviews and the reflective journals of nine participants in the drama in education summer school. Three key themes were identified: space and place, coexistence and the power of drama. I created forty found data poems representing these thematic findings in the words of participants. The poems were briefly analysed to open discussion and allow the readers to make their own interpretations. Found poetry was illustrated as a means of data analysis and re-presentation in qualitative research. The analysis and re-presentation of the teachers' interviews and reflective journals through found poetry led to an in-depth understanding of their experience. The findings of the study revealed that the summer school had a positive impact upon them. It offered them an opportunity to interact, communicate and coexist. The findings also revealed that drama had a positive impact upon teachers personally and professionally. It is concluded that researchers, education policymakers and teachers may benefit from understanding the experience of teachers' participation in the drama in education summer school through poetry.