The paper provides an overview of project creating radio drama with fourth grade students of primary school and detailed project preparation, method of implementation and the result obtained. The project was designed and implemented with the aim of motivating students for the media culture lessons, making content in class of Croatian language better and exploring possibilities of using technology in the classroom. The project, or project teaching is one of the possible types of teaching that greatly promotes active learning. The traditional role of the teacher, in which he is almost the only source of information, changes into the role in which he is the leader. He is the organizer of situations in which students take on greater responsibility for the results of their learning. Radio as a device that produces sounds children meet very early, while his role as a media is recognized during schooling only in the third grade of primary school. As various attractive and interesting media are available to children from the earliest age, radio, working as a media, mostly, remains in the shade, unattractive and uninteresting. The radio reaches the human with sound and words, is intimate and unobtrusive, and again like a large library – everyone can find something for themselves. With children's program, Croatian Radio offers a rich educational program, but, unfortunately, many parents, as well as children are not aware of it. One of such interesting and educational programs is radio play, or radio drama. And creating a radio drama, can provide even greater pleasure than just listen to it. The students who participated in this project could feel that. The implementation of the project showed that the use of technology in teaching and the experience of a different vision of teaching, from the traditional one, are highly motivated for students. According to the analysis of the students self-assessment based on project work they expressed satisfaction with the results of the project and critically evaluated common work and cooperation with other students. In their responses, students listed many different acquired knowledge and skills for which they consider to have been adopted by the project, what indicates the number of filled educational goals and tasks of the project.