This study aims to determine the effects of creative drama as a teaching method on undergraduates’ academic achievement and on the permanence of knowledge acquired in both theoretical and applied courses in architectural education. The study, which employed a pre-test/post-test control group design, was conducted as part of the bachelor’s degree courses Environmental Behavioral Knowledge and Basic Design in the architecture department of Karadeniz Technical University. The study involved 26 undergraduates in the Environmental Behavioral Knowledge course and 48 in Basic Design. From the results of this study, we concluded that undergraduates in the experimental group instructed using the creative drama method showed higher levels of achievement than those in the control group instructed using conventional teaching methods. These results suggest that the creative drama method should be used in architectural education and that further study is needed in this area.