In the post-millennieal era, global educational reforms emphasized fostering innovation and aesthetic competence through the arts, including drama. Taiwan’s 2012 ECE curriculum recognized drama as key to creative expression and aesthetic growth. Grounded in child’s play theory and Dewey’s interpretation on art and the aesthetics, this chapter discusses the concept of Aesthetic Education and the binary attitudes toward drama in preschool. It proposes a continuum framework integrating child-initiated pretend play and teacher-guided creative drama, progressing to performance in front of the peer audience. Strategies like questioning, games, and dramatization are suggested for beginner teachers. The Candy Preschool Case exemplifies integrating drama into daily routines of school life, reflecting local aesthetics and cultural contexts, offering inspiration for other Asian ECE programs.