This study developed a response-based educational drama program geared toward fostering children’s self-expression abilities in literature class. Self-expression ability shows a respect for oneself and others, and is indicated by stating one's opinion and letting others know how one feels and what one wants. The subjects in this study were 25 fifth grade students in C Elementary School located in Dobong-gu, Seoul. The study consisted of 22 sessions over six weeks. To test the validity and efficacy of the program, pretests and posttests were carried out. After the self-expression abilities were assessed in the pretest, a response-based educational drama program was provided; then, after the data were gathered, the posttest was conducted. The conclusions which can be drawn from this study are the following. First, the response-based educational drama program was found to have a positive impact on the students' self-expression abilities. In particular, their non-verbal language ability showed the most statistically significant improvement when compared to their verbal and semi-verbal language. During the course of the program, the children were made to feel more comfortable and relaxed with respect to physical tension and nervousness. Second, the qualitative analysis indicated a possibility for students' individualized education through an analysis of the merits and demerits of each student and the provision of a personalized, basic skill training program for self-expression abilities.