This pedagogical article aims to introduce drama as a pedagogical task and as a support for emotions experienced in contexts of second language learning. As such, we briefly present the role of emotions in the behaviors adopted by learners in a second language-learning situation. We then provide a definition of drama in this specific context and explore the elements of this task that can support the emotional dimension of learners. Finally, from these explanations, pedagogical implications are outlined through three structural phases of a typical drama workshop. Additional examples of a workshop intended for an audience of intermediate-level adult learners of French as a second language have been added to draw parallels between the experiences.