Yet the digital aspect of Broadway is much less important than its interactive nature. During three of the four rounds in the game, the students are required to meet as companies during class time in order to discuss the question of the moment. For round one, each person has read the three plays, and each has written a one-page essay arguing a case for choosing one of them.

This assignment works best when the students advocate from the viewpoints of their roles. In other words, the director promotes The Heidi Chronicles because of its directorial challenges, the producer recommends Speed-the-Plow for reasons connected with marketing and finance, the scenic designer urges Macbeth for its visual potential, and so on. By playing the role of a theatre professional, each student has a chance to see the problems and challenges from a certain point of view. When each company meets in class, each person gets a chance to "pitch" a show, and then they vote on the question. The producer, of course, gets to break any ties.

After each round of meetings, the companies report to the class at large. This can be a lot of fun, especially in the early weeks of the term, when the companies are forming, agreeing on job assignments, and choosing names. Even university students can break out of their customary "cool" to enjoy the fact that a certain individual will direct the show, or that those four grinning people over there have chosen a particularly trendy name for their outfit. Yet when the tasks become more substantive, those who present the class reports tend to get very invested in making the case why this play or that theatre really is best for the company.