This dissertation seeks to explore how I can encourage emotional awareness and expression through the use of drama methodologies. This study aims to investigate the findings of prioritising the emotional well-being of students through drama lessons. This research took place in a Junior Infants in a gaelscoil, with 19 participants in the research. The intervention lasted eight weeks was broken into two phases. Phase 1 consisted of drama games which introduced the children to dramatic conventions, while Phase 2 lasted six weeks and consisted of drama lessons which used a wordless picture book as a stimulus. Data was collected through baseline and closing interviews, observations and a teacher reflective journal. Triangulation was achieved by reflecting on the data collected in accompaniment with the use of relevant literature and consultation with a critical friends. Following the use of thematic analysis to interpret the data, three clear findings emerged from the study (Braun and Clarke, 2006). Firstly, the children became more comfortable and open with sharing their emotions; secondly, the intervention improved the emotional skills of children who were struggling to socialise with their peers; and finally that the children began to contextualise both their and others’ emotions. As a result of these findings, recommendations are provided as to how this study can be implemented and improved upon. The findings indicate that by using drama lessons to support emotional awareness, children become more willing to discuss their emotions, and more expressive about describing how they feel. The findings also indicated that this emphasis on emotional learning developed the social skills of some children in the class. As such, this research concludes that drama methodologies are an appropriate tool to encourage the emotional awareness and expression, and that this will create a classroom culture that promotes the emotional well-being of the children.