This study explores the impact of Theatre in Education (TiE) workshops in promoting community multicultural identity in Türe/Turea, a diverse rural village near Cluj. Initially aimed at addressing bilingual and multicultural dynamics, the research pivoted when it became clear that these aspects were not as challenging as anticipated. Instead, the focus shifted to how TiE can empower children to express their identities and realities through collaborative art-making. Over six workshops, the facilitator adapted the approach to prioritize inclusivity and co-creation, leading to a performance developed with the children for a Mother’s Day celebration. Grounded in participatory art, critical pedagogy, and inclusive education, this research utilizes hermeneutic analysis to interpret the workshops' impact on participants. It highlights the importance of adaptability in facilitation and the need for workshops to align with children's interests and realities, moving beyond initial assumptions about multilingualism. The study underscores that TiE, when rooted in a participatory and critical pedagogy framework, can foster significant community engagement and identity affirmation, particularly in rural and multicultural settings. The final performance was perceived as a meaningful representation of the children’s experiences and contributions. This research contributes to understanding how participatory theatre can be effectively implemented in diverse settings, emphasizing the transformative potential of TiE in fostering community cohesion and individual growth