This study aims to compare the perceptions and self-efficacy skills of primary school teachers who have taken drama courses to those who have not in terms of the use of drama as a teaching technique. The sample of the study consists of prospective second and third grade teachers enrolled in the Primary School Teaching Department at Ahi Evran University in the 2015-2016 education year spring term. In the Primary School Teaching Department, drama classes are given in the fall term of the third year. Thus, the sample included students from only second and third grades. The study is descriptive, that is, it aims to reveal the current situation in total and makes use of a screening model. The data of the study was gathered using a five-point Likert scale including 40 questions. During the data analysis processes, the researcher made use of frequency, percent, arithmetic average, standard deviation and t-tests. The level of significance of the comparisons was 0.05. The study findings suggest that the prospective teachers' perspectives on using drama as a teaching method and their self-efficacy skills were moderate. Additionally, there was found to be no significant difference between teachers who have taken drama courses and those who have not in terms of self-efficacy, perceptions and gender.