This project aims to investigate how process drama promotes scientific literacy in the context of global warming. Thirty-one lower (n = 24) and upper (n = 7) secondary students of one secondary school in Bangkok, Thailand participated in a seven-day workshop which process drama strategy was implemented. In the workshop, the students were actively engaged in a series of lab exercises, critically reviewed global warming issue presented in selected printed media, and watched a documentary film to understand the science, conflict, and solutions of the global warming. In addition, the students were trained on acting, elements of drama, and storytelling. They made and selected a story, developed a script, formed casts and production crews and performed the drama to the public. Data were collected by using a questionnaire, participant observation, informal interviews, student daily journals, and drama scripts. Results showed that the students developed scientific perception of the keywords related to global warming and conceptual understanding of the causes, processes, and consequences of global warming after the workshop. Students' views on the solution of global warming were integrated, creative and critical. The students increases intensity in engagement in solving global warming. (Contains 2 tables and 7 figures.)