A case study design that included classroom observation, repeated self-assessments, and formal interviews was used in a training workshop for 11 preservice teachers. The intent was to train them to use dramatic activities with secondary school students in their own classrooms. The training incorporated elements of theory, demonstration, peer teaching, feedback, classroom implementation, coaching, and social-emotional support. Four sections that were separated by classroom implementation tasks comprised the training workshops. The sections consisted of (1) warm up exercises in which the trainees accustomed their students to using dramatic activities; (2) simulation of course concepts or process; (3) role playing, which emphasized the human elements within the curriculum; and (4) a final training assignment, which assessed the trainees' abilities to transfer the workshop contents to their own instruction. Evaluation of training included trainee self-evaluation and observer evaluations. All trainees completed the training; nine considered themselves to be competent at using dramatic activities in their own classrooms. (HOD)