This research attempted to explore how educational drama can be used in EFL lessons to promote intercultural education along with practicing English as a Foreign Language (EFL). It also examined to what extent the beliefs and attitudes towards diversity of students would be affected both in the classroom and in everyday life. The study was based on three pillars: intercultural education, EFL teaching methodology and educational drama. It was undertaken in an English language institution whose core educational framework is Educational Drama and Theatre Techniques in EFL Teaching. The participants were children aged 9-11 years old learning EFL. The research was based on qualitative methodology. The research data were collected through a) a teaching intervention consisting of a variety of climaxing activities ranging from simple role plays and improvisations to more sophisticated and complex dramatic devices, b) pre-questionnaires and post questionnaires which were distributed before and after the teaching intervention, c) classroom observation notes, collected in a classroom observation diary, and d) group interviews. The post-questionnaires were compared to the pre-questionnaires to detect any changes in the participants’ attitudes and beliefs. The data driven from the classroom observation during the teaching intervention, the questionnaires and the interviews have shown that the educational drama pedagogical framework that was implemented through a variety of activities resulted in most of the participants’ demonstrating a positive change in their attitudes and beliefs regarding cultural diversity while they resorted more to English language use than before. Moreover, the data showed that the teaching intervention based on educational drama facilitated and promoted critical thinking skills through the practices of English language skills and helped the participants approach, resolve and reflect on social everyday issues related to cultural diversity, acceptance and value.