To assess the impact of a drama-based educational intervention on emotion work in neurorehabilitation. The study was a three-year multiple case study qualitative evaluation of an educational intervention to improve client centred brain injury rehabilitation. Analysis of baseline, and 3 and 12 months post-intervention dataexamined institutional-, staff-, and patient-related factors that were implicated in staff emotion work practices. The neurorehabilitation units of two inpatient rehabilitation hospitals in Ontario, Canada. Thirty-three practitioners from nursing, psychology, occupational therapy, physical therapy, speech language pathology, social work, recreational therapy, and chaplaincy. The intervention, “After the Crash: A Play About Brain Injury,” is a research-based drama that conveys the importance of client-centred care while capturing the challenges of the clinical presentation of traumatic brain injury. In-depth interviews and naturalistic observations of structured and unstructured activities in public and private areas of the units. Pre-intervention analysis indicated that staff emotion work practices were characterized by stringent self-management of empathy, the suppression of the grief of clients, and the effects of the organization of rehabilitation including meager psychological services, and the emphasis on physical functioning and quantitative outcome measures. Post-intervention analysis of interviews and observations indicated a newfound appreciation for clients' needs for emotional expression and sexual intimacy. These findings suggest that using drama as an innovative educational strategy can effect changes in the emotion work practices of neurorehabilitation staff and thereby improve brain injury rehabilitation.