In recent times the cornerstone of teaching has changed by focusing more on the student and it aims to be formulated around him to allow for more freedom in the expression of his views and opinions. Different methodical systems are used in the formation of schooling and each of them gives the student a different position in the methodical act. The correlation-integration system puts the student in an active and unconditional position that prepares him for real life situations and enables free expression. Connecting and combining teaching subjects is getting increasingly popular because students are getting a lot of information from different fields throughout modern media and it is difficult to get them interested using the traditional way of teaching. Children want a creative approach to teaching and they crave for an environment in which they can get alot of experience and learn different things through playing and acting, and with drama activities, methods and techniques they are able to do so in class. One of these approaches is process drama, which is defined as "a drama in the making, a drama that grows, growing" (Gruić, 2002, p. 18). It is a dramatic approach in which children actively participate and acquire knowledge, skills, attitudes, logical thinking and conclusion and it uses acting and playing in its creation. It presents a challenge to teachers because it requires a lot of preparation and planning before implementation in the teaching process, and therefore a high stage of methodical ability in order to make the designed process as creative and successful as possible. Its course is predetermined, but it is subject to changes that are results of the arbitrary actions of students who, together with the teacher, participate in the creation of an imaginary world in which they search for answers and assume roles. In this paper, we want to explore the opinion of students on process drama as an approach in teaching. The obtained results showed that the students were not familiar with the process drama and they reacted positively to it. They contributed to the creation of the imaginary world and the realization of the goal of the procedural drama, and they successfully mastered most of the activities. By connecting playing, acting and content from different teaching subjects, the goal is to achieve a positive effect on students and prove that children should not be deprived of playing at school. Playing is the most natural form of learning, and process drama, through its structure and dramatic techniques, enables its exemplary use in teaching with the aim of mastering educational content. Students are provided with various sources of knowledge and created materials that guide them through the process of acquiring knowledge and reaching the aim of the process drama.