In this study, the level of using the creative drama method in lessons and the difficulties faced by the teachers who received creative drama education were examined. The research was carried out using the phenomenology design within qualitative research. The data were conducted with 52 teachers with creative drama certificates working in primary schools affiliated to the Ministry of National Education in Istanbul in the 2020-2021 academic year. The structured interview form used in this study consists of nine (9) questions developed by the researcher by taking the expert opinions to determine the teachers’ use of creative drama in accordance with the sub-problems of the research. The data obtained were subjected to descriptive analysis, one of the qualitative analysis methods, and the answers obtained from the teachers were analyzed by classifying them thematically according to their similarities and differences. These codes, which were created regarding the opinions of the participating teachers, were presented in separate tables according to each theme, with frequencies and percentages. In addition, some of the answers given by the participating teachers to the questions were presented by quoting directly. As a result of the research, it was found that the teachers who have creative drama certificate are aware of the contribution that the use of drama in the lessons will make to the learning of the students, On the other hand, however, it was also determined that the teachers emphasized the lack of creative drama classrooms in schools, the lack of space in the classrooms, the high number of students, the time problem in executing the activities, the disciplinary problems in group activity practices and the inadequacy of applying the method with the available materials.
Key Words: Creative Drama, creative drama training, creative drama techniques