Multiliteracies competence has emerged as an important research field, yet it remains a great challenge for primary EFL teachers in China to develop students’ multiliteracies competence. With the implementation of educational reform in K12 education in China, the importance of cultivating multiliteracies competence for primary school students has become increasingly prominent. Meanwhile, in the current K12 education curriculum in China, the practice of offering English drama courses caters to the needs of enhancing students’ multiliteracies competence. This qualitative study aims to exlore: (1) how are dramas taught in primary EFL classes in China? (2) how is students’ multiliteracies competence developed through learning drama? The participant of this longitudinal narrative inquiry is an EFL teacher at a primary school in Southern China. Data include two-semester-long observation of the English drama classes in the school, weekly meetings on drama teaching, workshops with foreign drama experts and interview narratives, as well as documents such as the participants’ lesson plans, journals and students’ feedback. Findings show that EFL drama teaching in the primary school adopts multiliteracies pedagogy, drawing on a range of media and aiming to develop students’ all-around skills. Findings also reveal that students’ language competence and multiliteracies competence are indeed greatly enhanced through drama teaching and learning. Implications for further teacher development are discussed, including offering English drama education in pre-service programs, enhancing acting skills mentoring in internship and in-service training, and observing and reflecting on one’s own and their peers’ drama teaching practices and raising their multiliteracies awareness and intercultural awareness.