This study seeks to deeply explore the perspectives and expertise of English teachers regarding drama use, discover the differences between the applications of state and private school teachers, and ascertain areas entailing further training. The study intends to serve as a source for future studies concerning ELT teachers' professional development. Adopting a qualitative methodology and a pragmatic interpretive framework, the researchers employed a multiple case study design to align with the research objectives. Following the interviews, classroom observations were conducted. The data derived from these sessions were analysed through thematic analysis. Teachers stated that the drama techniques positively influenced English teaching, especially the development of language skills, student motivation, and authenticity, and they used role-play, puppets, small group play-making, improvisation, and storytelling techniques to achieve these outcomes. Challenges encountered included students' demotivation, limited participation, classroom management, time constraints, overcrowded classrooms, and insufficient materials. Ultimately, there was no significant difference between the implementations of state and private school teachers. The findings underscored the teachers' need for theoretical insights into the nature of drama, its efficacy in language instruction, and techniques suitable to language skill development, alongside practical experience in planning and implementing drama techniques.