In the field of drama and theatre in education in Turkey, one of the basic defects is the lack of creating systematic curriculum programme. To construct a deep relationship between play, drama, and theatre, and to produce a curriculum model without breaking the interconnectivity we need to examine the drama and theatre literature and conduct a lot of research. The aim of this paper is to analyze the content of theatre and drama courses in the International Baccalaureate Programme’s (IBO) curriculum, which is accepted as one of the most recognized education models.. In IBO programme, one student has drama and theatre course from early childhood education to high school, but every year the content of the course differs. Especially in primary levels of IBO, drama has an important role for crosscurriculum application. However, in high school theatre becomes a distinct course. A two-year theatre course program in high school has a comprehensive content in the concept in the context of practice, theory,and interculturalism. In this paper, IBOsystem, drama in education, and the structuring of theatre as an art were analysed in the light of the historical development in the history of education.