The use of a drama-based pedagogical (DBP) approach, while well-documented to promote active learning and enhance students’ generic skills, is under-utilised in the context of higher education, particularly in psychology learning and teaching (L&T). A project, comprising two virtual drama-integrated learning sessions, was implemented to gauge the efficacy of the DBP approach in psychology L&T at a Hong Kong university. Aside from facilitating effective learning and application of psychological theories on the topic of classroom management in a semi-authentic setting (i.e. a drama context highly analogous to a real-life situation), this project aimed to enhance students’ creative thinking, problem-solving, communication, and critical thinking skills. A mixed-method evaluation framework was utilised to evaluate students’ feedback upon completion. The project’s quantitative analyses, while utilizing the subjective outcome evaluation approach, underscored students’ acknowledgement of DBP’s positive impact on their learning in alignment with prior research. Qualitative analyses, meanwhile, uncovered the underlying five elements through which DBP is conducive to achieving the current expected outcomes. Discussions pertaining to the possible interconnection of these five elements behind DBP and its implications on university psychology education are featured.