This case study research aimed to explore, understand, and compare the experiences of individuals participating in a heterogeneous adult community drama class in Central Sweden. Drawing from classical pragmatism and employing a conceptual framework rooted in sociocultural theory, the study utilized semi-structured interviews, open-questionnaire responses, and participant observations to collect data which was analyzed through reflexive thematic analysis. Key findings indicated that participants generally viewed their engagement in the class positively while also recognizing the challenges and complexities of working within a mixed-language level group. As such, participants identified diverse motivations and preferences which informed their expectations and impressions of participation. As well, Swedish L2 learners of various levels and Swedish L1 speakers identified distinct challenges and opportunities in relation to learning and navigating language within the class context. Despite identified challenges, the high degree of group diversity emerged as a centrally important and beneficial feature of participation by facilitating opportunities to learn and assist one another in a supportive community environment through mediation. Subsequently this paper offers recommendations for transferable contexts to mitigate language-related challenges based on participant accounts and observations. Moreover, this study seeks to contribute to the fields of comparative education and applied drama through its focus on exploring and examining possibilities and consequences of heterogenous group learning among adults and in a community drama class. Consequently, the results of the study may be useful in adult education settings, applied drama contexts, and among policymakers interested in exploring participatory learning approaches, particularly in relation to supporting migrant individuals and migrant integration.