This study examines the aesthetic and pedagogical dimensions that can emerge in student theatre. It investigates whether purely aesthetic or purely pedagogical aspects can be identified in practice, or whether these two aspects are inherently intertwined. It also considers the possible tensions arising between artistic and educational aims. Building on the insights of renowned drama educators and experts in theatre-in-education, the research is grounded in an empirical case study carried out in collaboration with a student theatre group at a secondary school in Budapest. The research focuses on the rehearsal process, examining how the group leader balances artistic goals with educational purposes. It observes cases where these two approaches support each other. Ultimately, the case study provides a nuanced perspective on how these dual aims may interact in practice, offering insights that may prove valuable for professionals working in theatre education.