This presentation redefines the craft of teaching into the science (what), art (how), and the business of teaching. Moreover, it then reports on the findings of a mixed methods study on the effectiveness of using elements of drama as a teaching strategy with preservice teachers to help them feel more prepared for the classroom. It must be noted that, 61% of first-year teachers stated that their training was too theoretical and did not prepare them for actual experiences in dealing with diversity within the classroom (NCCTQ, 2007; 2008). New teachers experience frustration when they begin their careers because they are unprepared for the demands on their skills, energy, and emotions (Turley, Powers & Nakai, 2006). Since most teachers leave education citing difficulties in the business aspects of teaching (Darling Hammond, 2003), more instruction in what to expect from the business of teaching can help increase teacher retention.

Previous research in the Netherlands (Coppens, H. 2002), Britain (Rosenberg & Fennelly, 1975), Finland (Toivanen, Komulainen & Ruismaki, 2009), and Australia (Ozmen, K. 2010) indicates that using process drama and role-play are successful methods for increasing achievement in K-12 schools.  These teaching strategies are equally important for preservice teachers. The benefit to teacher education programs in using process drama with preservice teachers is that it will help to balance their preparedness in the art, science, and business of teaching. With a greater balance in each area, teacher education programs can send out better prepared teachers which could help in both the first year experience of the teacher and increase teacher retention. since preservice teachers tend to use the same instruction styles through which they were taught, their future students would benefit by having process drama and role-play incorporated into their classrooms thereby increasing achievement.

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