This study examines drama education from the perspective of aretaic pedagogy. It concentrates on the enquiry of pedagogical virtues that a group of student primary teachers applied in their drama teaching. This investigation is conducted in conjunction with the notion of artistry. Research findings demonstrate a series of critical issues that, overall, show how a drama ecology can be transformed into a virtue-driven learning ecology by the engagement of a teacher's embodied virtues. The study concludes with a key suggestion that a teacher's embodiment of virtues serves as scaffold for the engagement of pupils' aretaic practice.