Background: Children's interest in science is known to decline around the upper primary age, and botanical topics are unpopular with students. Drama in education has the potential to increase motivation and interest in school science. Purpose: The study examined the impact of immersive drama on knowledge about biological classification and attitudes towards plants. The drama workshop, informed by the life of eighteenth century biologist Linnaeus, included inquiry-based learning with living plants. Sample: Four primary schools in Devon, UK were recruited for the study and a total of 108 students (aged 10-11 years) took part. Design and Methods: A mixed methods approach was adopted. Quantitative analysis of pre- and post-intervention knowledge and attitudinal assessment was combined with qualitative analysis of semi-structured interviews which made use of emerging theme analysis with "a priori" categories. Results: Pre- and post-intervention tests indicated increases in knowledge as well as positive attitudes towards plants. Questionnaires and interviews identified elements that were particularly beneficial for learning and enjoyment, namely the sensorial experiences with plants, physical drama games, authentic problem-solving activities and the overall participatory nature of the workshop. Conclusions: The drama workshop produced measurable positive gains in learning and attitudes in school science. The participatory aspects of the drama and the experiences with live plants, contributed to the successful outcomes of the study.