A sample of 26 at-risk fourth graders was randomly divided into experimental and control groups. The experimental group was taught geometry concepts using drama, while the control group received more traditional instruction. Fifty minute lessons per day were given for one week. Then, a multiple choice test to assess academic achievement was administered along with a Likert survey to assess interest and attitude towards math. A significant difference was found between the academic achievement of experimental and control groups. No difference was found in the interest and attitude toward math between experimental and control groups. Finally, no significant relationship was found between academic achievement and interest and attitude towards math. These results imply that drama can be an effective teaching tool but may be more beneficial over a longer time to students whose learning style best appeals to such instruction. (Contains 1 table.)