Art continues to be an important part of the educational process from past to present, facilitating students to acquire new skills such as problem-solving and social cohesion (Bautista, et al., 2018; Gadsden, 2008). Creative drama, which has a relationship with all branches of art and the play and theater is evaluated with a new perspective, has been reported to be effective in different age groups and different academic areas and has become an important part of the educational system since it addresses many senses (Adıgüzel, 2006; Annarella, 2006). 1992; Mages, 2008; Pinciotti, 1993). Sensory integration is defined by processing and using the information comes from our senses by our brain in a purposeful way, provides the proper development of the basic to the complex skills such as daily living skills, and the skills necessary for academic learning such as reading, writing and arithmetic skills (Ayres ve Robbins, 2005). For this reason, it is very important that learning environments support students' ability to integrate their senses (Zimmerman, 2002). In the light of these data, our aim was to investigate the differences in visual perception and self-regulation skills of preschool children with creative drama sessions consisting of sensory integration activities. In this study, pre-test-posttest, quasi-experimental design with control and control group was used. Within the scope of the research, creative drama workshops consisting of sensory integration activities were carried out for 10 sessions. The participants consisted of 34 students in the 5-year-old age group in the 2018-2019 academic year. Self-regulation observation form, frostig visual perception test was used in the study. In addition, semi-structured interview forms for children, families and teachers were used to determine the social validity of the study. Data obtained from pre-test, post-test and monitoring sessions were transferred to SPSS 23.0 package program, and there was a significant difference between the experimental and control groups.