The purpose of this study is to explore the potential and implications of students becoming actor-teachers and taking the lead in developing and implementing TIE programs. For such purposes, the study sought ways to implement TIE programs in school settings and investigated the impact on participating students. The study employed qualitative case research, focusing on 22 students from sixth-grade A class at T Elementary School in Seongnam City. Data collected through in-depth qualitative analysis resulted in the following findings: Firstly, the students demonstrated sufficient qualities of 'directorship,' 'actorship,' 'teaching,' and 'collaboration' while developing and executing the TIE program, which allowed them to gain diverse experiences in the process. Secondly, the students' understanding and perception of the topics showed positive changes as they took on the role of actor-teachers and actively engaged in the development and execution of the TIE program. Based on these research findings, the following implications were derived: Firstly, the study suggests that students have the potential to become actor-teachers and take the lead in developing and implementing TIE programs. Secondly, utilizing students as actor-teachers in the development and execution of TIE programs demonstrated that they can be "self-directed learners" and that their involvement goes beyond creating a play, addressing issues related to their own lives. Thirdly, it was confirmed that for students to become actor-teachers and take a proactive role in TIE program development, the role of teachers as collaborators and facilitators is crucial.