This paper deals with the theme of process drama in educational institutions. Therefore, it defines the general term of the process drama, and notes more details about the ideas and problems that can be elaborated in the process drama with children. It deals with the way in which a process drama can be carried out in different age groups of preschool children, as well as what dramatic expression means for preschool children, as it affects their growth and development. There is considered more detail about dramatic games that precede the process drama and which is the link between games, symbolic games, drama games and process drama. It is also explained when are children mature enough to meet with the dramatic play and how it affects them. It briefly touches upon other art branches and how important it is to express creativity and why it is an important stimulating environment for the child. Throughout the whole work, the role of a preschool teacher in the group is mentioned and what kind of approaches should a preschool teacher use in general. It also reflects how to approach the elaboration of methods that will be used during the processing of the selected topic, desired goals and the outcomes of the process drama. The good and the bad sides of this dramatic method are mentioned as well. The majority of the paper discusses the approaches and the preparations of a preschool teacher for performance of process drama in the main children group. Which drama techniques the preschool teacher needs to know, how to form working groups, which elements of process drama can the preschool teacher use according with the theme and similar things. In the end, the role of the preschool teacher is determined, and his ability to become one of the characters of the imagined action, and how such a process affects the children.