The objective of the present study is to determine the effect of the “drama” method on students’ Turkish verbal skills and speech anxiety. Pretest-posttest experimental model with control group was utilized in the study. In the analysis of data obtained by Turkish Rhetorical Skills Scale (TRSS) and Speech Anxiety Scale (SAS), t-test statistics were used. The following results were obtained in the current study: 1. It was determined that “drama” instruction method was more successful than the instructional activities in the existing Turkish curriculum for development of Turkish rhetorical skills. 2. In minimizing students’ speech anxiety, “drama” method was found to be more successful than the instructional activities in the existing Turkish curriculum. These results demonstrated that “drama” method is an effective technique in development of students’ Turkish verbal skills and reduction of students’ speech anxiety.