Health promotion and community building strategies are increasingly using the arts as a basis for engaging young people. Through involvement in arts activity, participants have been shown to develop supportive social networks and report increased feelings of well-being (Jermyn, 2001). In particular, drama strategies and programs have been used as a means to successfully engage young people who are likely to disengage from educational process (Stokes and Tyler 2003). The case study described in this article is drawn from an evaluation of a drama program conducted in 2003 (Stokes 2003). It provides an example of a model that can be run in schools to assist young people to remain engaged with school. It was an intervention program that involved withdrawing students from school for one day a week for ten weeks. In general the students were not attending school regularly, had behavioural issues at school and were generally disengaged from the schooling process. The students targeted were in years nine and ten (aged 14-16 years) and from three different schools in an outer suburban, low socioeconomic area. Four to five artists were employed to work with the 20 young people each week for the whole day. A teacher also attended the program, which was run in a local community hall. The vast majority of outcomes for the young people in the program, especially those deemed at risk of leaving school, were found to have been very positive in regard to their connection to peers, school and community. The program successfully developed and used drama processes that improved the social competence and self esteem of the young people involved.