The paper will present the results of experimental research on the impact of drama activities on the development of pupils’ communication competence in primary education. The study was conducted on a sample of pupils in the fourth year of primary school (N=344) in the City of Zagreb, Croatia. An experimental model with equal parallel groups was applied. The procedure was carried out according to the following scheme: K-control group - traditional Croatian Language classes (lecturing and presenting) and E-experimental group – where drama activities were performed in Croatian Language classes. The pupils’ communication competence was measured by a written composition evaluated at three levels: content, language, and handwriting. The results of the analysis showed that there was a statistically significant difference in the communication competence of pupils between the control and experimental group at two of the three levels.