This research investigates the teachers’ attitude towards drama as a necessary part of English Literature in West Bengal secondary schools. Drama is an interactive tool that promotes students’ creativity, self-esteem, and social competence. The research investigates various forms of drama and its contribution to language acquisition, critical thinking, and integral learning. A descriptive survey design was utilized, with a sample of 40 secondary-level English teachers randomly and purposively selected. A 5-point scale questionnaire was utilized as the instrument for data collection, while statistical analysis was done via the use of the Z-test. No difference was noted in the attitudes of both male and female teachers towards drama among secondary-level students. A major variation, however, was found in the mindset of ICSE and CBSE teachers. The research emphasizes the need for incorporating drama into English teaching to provide a stimulating and inclusive classroom learning environment. Through the use of drama techniques, teachers are able to promote creativity, enhance language skills, and help students gain a deeper understanding of literature. The study calls for curriculum reforms that acknowledge drama as an important pedagogical resource in teaching English.