This study aims at investigating the impact of using drama activities on developing primary students' oral communication skills. It attempts to provide answers to the following main question: "What is the impact of using drama activities on developing primary students' oral communication skills?" A group of 50 primary stage students were selected from one of Cairo language schools. The quasi-experimental design (the non-equivalent group design) was employed where two intact classes were randomly selected to represent both groups. The experimental group received training through drama activities. The control group received regular instruction. A pre/post oral communication test was given to both groups before and after the treatment. The results of the t-tests proved to be statistically consistent with the hypotheses. They revealed that the experimental group outperformed the control group in the oral communication skills. Implementing drama activities changed the classroom from a place where oral communication was taught to one where opportunities to think broadly and flexibly away from the constraints of the classroom were provided, and raised students' confidence