Drama methods and games are highly present in children's young age. Through everyday play, children take on certain roles, they act like they are somebody else and they take on the patterns of behavior of the person they try to imitate (for example a firefighter, a doctor, their mother or their father...). Through these games, the child gets to know his environment, but also gets to know his personality, which is why role play, drama and drama activities are extremely important. What this paper achieves is to show the frequency of drama methodological acts and activities in understanding the read text in teaching Croatian language. In addition to the frequency of using drama acts and activities, we were interested in which drama games, techniques and exercises teachers use when teaching Croatian language. Furthermore, the questions in which part of the class do teachers apply them and what are their thoughts and opinions of drama activities shown in textbooks for students from first to fourth grade of elementary school were also looked into. The research was conducted with the help of a questionnaire in which 100 respondents from the territory of the Republic of Croatia participated. The survey was anonymous and it consisted of 31 questions. The results of the research indicate that elementary school teachers understand the benefits of implementing drama activities in the reading comprehension lessons. They recognize the positive effects that drama methods and activities have on their students and the classroom atmosphere in general. Despite all the positive aspects, drama methods are insufficiently represented both in textbooks of Croatian language and in the implementation of teaching in the lower grades of elementary school.