The aim of this study was to investigate the effectiveness of drama therapy on social adequacy, cognitive regulation of emotion and self-confidence of female students with learning disabilities. The research method was applied in terms of purpose and quasi-experimental in terms of data collection and pre-test-post-test design with a control group. The statistical population of the study included all students studying in primary school with learning disabilities in District 3 of Shiraz in the academic year 2019-2020. To determine the sample size, first using a cluster random sampling method from among the primary schools in District 3 of Shiraz, a school (Shohadaye Etehadiyeh School) was randomly selected and 30 students were selected from among the school students with lower scores in Dependent variables were obtained, selected using available sampling method and randomly assigned to experimental and control groups (experimental group of 15 people / control group of 15 people). Research instruments included the Colorado Learning Problems Questionnaire (2011), the Flenner social adequacy Questionnaire (1990), the Emotional Cognitive Regulation Questionnaire (2006) and the Self-Confidence Questionnaire (1969). Demonstration therapy training was performed for the experimental group, while the control group did not receive any training. To analyze the data at the descriptive level of frequency, frequency percentage, mean and standard deviation and the inferential level, univariate and multivariate analysis of covariance were used. Findings showed that drama therapy was effective on social adequacy and its components (social skills, behavioral skills, emotional adequacy and motivational motivation), emotional cognitive regulation and self-confidence of female students (P <0.05).