Book excerpt: This case study seeks to discover the ways in which theatre educators are incorporating theatre for social change programming into their high school theatre classrooms. High school theatre programs in La Jolla, California and Wilmington, Delaware were examined. Included are samples of theatre education curriculum and programming, taught and presented through the lens of social change and social justice. Interviews were conducted with theatre educators at both institutions prior to the national school shutdown due to COVID-19. Interview participants were asked to share their methods for incorporating theatre for social change programming into their classrooms as well as identify its effects (if any) on student participation, administrative support and community response. A practical application case study was investigated as two high schools in Middletown, Delaware collaborated with New York University's Program in Educational Theatre Verbatim Performance Lab via virtual residency in the wake of national school closures. The outcome of the research shows that methods for incorporation of social change programming into theatre classrooms are numerous and can be integrated regardless of the variables surrounding the educational situation or setting. The purpose of this study was to highlight the instrumental role theatre for social change programming can play in cultivating civic engagement, promoting tolerance and developing students into culturally competent citizens.