Theaim of this study is to examine the effect of the creative drama method on 4thgraders’ acquisition of reading comprehension skills. To that end, experimentalmethod was used in the research. The research was conducted with 4th gradestudents who attended the Saray elementary school in the Pursaklar District of theprovince of Ankara during the Spring semester of the 2016/2017 academic year. Takinginto consideration the pre-test scores of all 4th grade sections asthe selection criterion, two sections that had similar attributes were selectedas the test group – section 4/C (29 students) and the control group – section 4/K(29 students). A 16-hour drama workshop, based on the pre-determined learningoutcomes on the reading comprehension skills of the Turkish course, was carriedout with the test group students. As for the control group, a 16-hour Turkish instructionbased on the same learning outcomes was given by the researcher, using thetraditional method. At the end of eight weeks, post-test was given to the testand control group students. At the end of the study, the data showed that theworkshop model, based on creative drama, provided increase in academicachievement at a significant level in the test group. In terms of improving thereading comprehension skill in the Turkish course, the creative drama methodeffectively leads to rapid progress in newly learned subjects, and carriesstudents’ reading comprehension skills to a higher level in previously learnedsubjects. In addition, while creative drama, which concretizes the learningprocess, improves the reading comprehension skill, it offers a fun learningenvironment that makes students happy.