Abstract
This exploratory study investigates pre‐service teacher education students who are undertaking compulsory studies in drama education, often for the first time, as part of a Bachelor of Education degree. Many of these students display feelings of anxiousness in regard to their initial participation in practical workshop sessions. These feelings have been conceptualised by the author as ‘drama anxiety’ and are explored in an experiential way with these students through a phenomenographic approach. The analysis of the data revealed different conceptions of the students' experience of drama anxiety. These seven conceptions can include both a physical manifestation and a feeling state, both of which reflect the students' insecurity about performing on their own, going first or not knowing what to do in workshop situations. Further, strategies for dealing with this anxiety were conceptualised by the students into the need to develop basic skills, and the pleasure and security of working in groups.
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