This study sets out to investigate aspects of processuality of the art form of drama first by defining process as: the negotiation and renegotiation of the elements of dramatic form, in terms of the purposes of the participants. Secondly, it applies this definition to an original model of the elements of drama, adapted by the writer from a recent model created by himself and a colleague for state drama syllabuses and a schools textbook. This model is not seen as more than a temporary holding form, through which the basic characteristics of drama may be examined in terms of their negotiability. Thirdly, the particular genre of drama selected for close examination is drama in education. This phrase is used to denote, not all the manifestations of drama in education settings, but a very specific combination of processual drama practices that together, in the last two decades, have consolidated into what, it is asserted, forms a distinctive and stable dramatic genre.