Creative drama has an effect on pre-schoolers in order to develop a new perspective, to gain empathic skills, and to sustain their social development successfully. In-service and pre-service early childhood educators must have sufficient knowledge and skills to plan and implement creative drama activities in order to make this process enjoyable and fruitful for children. Within this context, the present study aimed to investigate how creative drama is defined and how its importance is perceived by pre-service and in-service early childhood educators and the frequency of creative drama usage and what they do to develop themselves. The sample of the study constituted of 10inservice early childhood educators working in preschools in Ankara and 10 pre-service early childhood educators studying in the department of early childhood education at a public university in Ankara. The sample of the study was chosen by purposive sampling method. Data was collected by semi-structured interviews. Findings showed that teachers and candidate teachers have common features in their creative drama implementations. However, teachers generally talked about creative drama as a teaching method and its effect on the children’s holistic development. This is because, teachers have more competency than teacher candidates because of the length of teaching practice, years of experience and in service training they receive.