In this study, orientation education of new students of Mehmet Akif Ersoy University Faculty of Education was conducted with creative drama activities. The study was held between 11-15 September 2017, the first week of the education faculty’s opening. The creative drama activities took 9 hours at 3 workshops including “MeetingCommunication”, “Location Recognition” and “Rights and Rules”. 1 drama leader, 8 drama leader candidates from Isparta, Denizli, Karaman and Burdur who finished 5th stage program of drama leadership and 3 drama teachers entering drama courses in education faculty carried out creative drama activities. In addition, a total of 15 mentor / expert students / assistant students participated in studies as observers including 8 course instructors with different academic titles, 2 postgraduates and 13, 3rd grade students from classroom and preschool teaching departments. 333 first-year students from 17 branches in all departments of the education faculty participated in adaptation program activities carried out by a total of 32 people consisting of drama leader, drama leader candidates, drama teacher, course teacher and mentor student. The data of the study were obtained by using a feedback form consisting of 3 openended questions. With this form, written opinions were received from all the students, drama leaders and leader candidates, mentor / assistant students and the course instructors who participated in the study. Qualitative data, obtained from these five different sources, regarding creative drama activities were examined independently from each other. During the examination process done question by question, meaningful wholes were brought together. As a result of this qualitative analysis, it was determined that creative drama studies had positive, personal, professional and social contributions to all parties. It was determined that the creative drama activities enabled the parties coming from very different statutes, different cities, and different cultures to meet each other and with drama, to socialize and mutually trust each other. It also became clear that drama events made a positive influence on all participants in location recognition and learning rights and rules. It was determined that the adaptation program implements of leaders, leader candidates, drama teachers, course instructors and mentor students taking part in the study made different activities new learning about the teaching profession. As a result, a common view of all participants is that creative drama is an effective way of achieving teaching orientation training to its goals.