This paper critically examines an innovative project which focused on a key strand of many social science-based vocational programmes, that of racial equality and ethnic diversity. Using policing as a case study, the project sought to engage participants both cognitively and emotionally through the use of film and dramatic constructions. Equality and diversity is an important component in many vocational programmes because it is recognised that a professional needs to treat people equitably and respect difference. It is imperative that issues relating to equality and diversity engage students. While conventional pedagogies are effective in developing knowledge and understanding of relevant legislation, policies and procedures, they are less effective in engaging students at a level where they recognise the centrality of these issues for their professional practice. This project entailed developing a film and accompanying activities for use on police training. The film is informed by ethnodrama and entails dramatic constructions of police stories where key equality and diversity issues are brought to life and their pertinence to the police revealed. This paper explores the perceptions of those involved in the development of the film and the students who experienced it