The teaching of drama in Sri Lanka is presently only conducted by the traditional lecture method, which is not conducive to preparing students for the modern globalised world. To ascertain whether teaching by process drama techniques improved creativity in secondary school students, a non-randomised control group design with an intervention group, a control group and an active control group, was conducted. This article describes the perceptions of teachers in the intervention group who taught process drama. We describe the obstacles which the teachers experienced when teaching process drama and the challenge to bring changes to drama education in Sri Lanka.