There are significant contributions from educators and researchers in establishing the role of drama in fostering holistic child development. Increased efforts have also been made to integrate drama fully into the school curriculum for the exploration of the multifaceted importance of drama. Despite milestone achievements, drama in education seems not to have sufficiently bridged the divide between children’s learning and the cultural realities of their immediate environments. This study seeks to emphasise the importance of classroom drama to children in preserving narratives for cultural consciousness and personality development.  It will also highlight the benefits of children’s engagement and participation in classroom drama to promote cultural inclusivity and integration. This study will adopt a qualitative research method that involves participatory action research, planning, acting, and observation, with the ultimate intention of exploring diverse perspectives, dimensions, and experiences through role play, folk songs, and storytelling. Participants between the ages of 9-13 in primary four will be exposed to sessions of classroom drama for interactive learning.  The findings of this research are expected to serve as a guide to teachers in schools to employ drama strategies in the classroom to promote cultural awareness. This study will position classroom drama as a viable channel of ensuring that educational practices resonate with the cultural context of the school environment and student experiences. This will further promote cultural integration, acceptance, and social interaction for holistic human development.