This essay seeks to defend the use of drama in the English as a Foreign Language (EFL) classroom. Most people think that the use of drama in the EFL classroom is a utopia and cannot be used to learn languages. The vast majority of students are skeptical in the consideration of drama as the vehicle of the EFL class because they are simply unable to see drama as a method for learning. Nevertheless, in the last decades, most of the English textbooks, which follow a communicative approach, include drama activities in the ESL lessons. Many well-known authors such as Wessels, Dodson, Maley and Duff, firmly defend the use of drama in the EFL. They even claim that drama should be the basis for the curriculum. Actually, the use of drama has several potential benefits for the learner. On the one hand, learners can use meaningful language and acquire fluency in the target language. On the other hand, learners can assimilate a whole range of pronunciation and prosodic features in a fully contextualized and interactive manner through drama activities. Nonetheless, the benefits of using drama in an EFL classroom go even beyond. The students who follow this drama approach are able to learn and use new vocabulary and structures in a fully and contextualized manner and, what is more important, there is an improved sense of confidence in the student's ability. Learners using a drama approach in the English class pay careful attention to language and pronunciation while develop problem-solution skills in the target language. As mentioned before, most English textbooks nowadays actually include some sort of drama activities such as role-plays. Nevertheless, they have to be improved because these "drama" activities normally follow the A/B/A/B dialogue structure but that is not what happens in a real conversation. In order to actually improve, these activities should be more communicative focused. This drama approach to English learning gives emphasis on the speaker's status, body language, non-verbal sounds, background emotion, relationships and status and paralinguistic features. In other words, the use of drama in the EFL classroom allows students to learn through direct and real experience. These types of activities have been recognized as valuable and valid means of mastering a language because it is well known that the most enjoyable activities are the ones that learners best remember. Some of the drama activities that can be implemented in the English lessons could be from pantomime, jazz chants, role-play and simulations, to improvisation activities, or even writing and staging a play. The benefits of the implementation of these types of activities are, as mentioned before, numerous. They make the student to practice new vocabulary and structures, to lower the affective filter, to increase their confidence in the English language and to reduce inhibitions. It has been proved that the students who are involved in these drama projects for EFL develop problem-solving skills, work better in groups and they are more willing to take risks when using the target language. Students can actually learn the language because they are practicing it with communicative activities and in real context. But, from my point of view, one of the most interesting facts about the use of drama in the EFL classroom is that learners finally come to a better understanding of the culture. Nevertheless, the teacher who decides to implement these drama techniques in the EFL classroom has to take into account the individual differences of his/her students because not everyone needs to be found of drama. If this problem is actually real in a classroom, the teacher, who is willing to introduce drama in the language classroom, should, little by little, introduce some of these activities in the class to finally weaken the students' skepticism towards drama by highlighting the benefits of each activity. The fact that drama is highly recommended for learning languages in unquestionable. But apart from the benefits that drama provides when learning a foreign language, it is also relevant to point out that drama is also advantageous because it helps students to learn how to concentrate, it encourages students' cooperation, and develops students' emotional intelligence and creativity. Countries such as United Kingdom and the U.S.A actually include drama in their curriculum since the 70s. So, taking into account all the benefits that it could provide to our future generations, why do not we give drama a chance?