The aim of this study was to determine effectiveness of curriculum theater in Social skills and learning (academic performance) of elementary students in Gheshm. Research method in this study was mid-experimental with pretest-posttest and control group design. Statistical populations were all girls’ students in the fourth grade of elementary schools at Gheshm. Research’s sample was 63 girls’ students that were selected randomly in two classes and randomly divided into two groups i.e. experimental and control groups. The experimental group shared in drama sessions during 10 sessions, 45 minutes each and control group have routine acts. Collecting tools of data was Matson’s social skills scale and reading, dictate and mathematical tests. Analysis of data through MANCOVA indicated that academic drama has a positive effect on increasing social skills of girl’s students (P