In teaching of Croatian language, emphasis is placed on student as active participant of teaching process. We have already pointed out that the success of teaching depends on good conducted motivation of student. Motivation is mobile force which ( inside or outside) encourages man to a specific activity and it is directed towards a specific objective. Also represents main role in the entire human behavior. It is very important that motivational procedures used in teaching practice are interesting, to thereby directly influence the student curiosity. Motivation develops creativity and gives students the freedom of expression, in teaching must be appropriately designed and harmonized with experiental cognitive abillities of student, as well as the conceptual aesthetic characteristics of the deed. Teachers with interesting and imaginative motivational procedures, which are close to the age and interests of students, contribute to the curiosities of material and helps students on relaxed and less strenuous method adopt prescribes teaching contents. In this paper we study motivational processes important for reception of dramatic character in modern methodycal systems. Objective of this study was indicate that occur if and to what motivational processes during interpretation of dramatic deed, what are the literary and reading habits of the surveyed students, what level of interest they show to drama, stage and theatrical creations. Although dramatic and scenic education neglected, still occur possibilities of their implementation in teaching practice, there is a systematic need for education of drama pedagogues which would in future found a method to be a need for dramatic education systematically meet with the help of formal education.