Drama in Education theory bears the potential of contributing considerably to effective, motivating, and holistic oriented foreign language teaching. In this thesis, I develop, test, and evaluate a workshop directed at adolescent students, which is structured around Spanish songs and based on the above-mentioned theory. In the theoretical section of this thesis, I elaborate the fundamentals of Drama in Education theory as well as potential practical implementations of Spanish songs in foreign language teaching. The thus gained insights build the theoretical foundation for the development of a teaching concept that is applicable in Spanish teaching starting at A2 level (in accordance to the Common European Framework of Reference for Languages, CEFR). Following the workshops implementation as well as the evaluation of feedback questionnaires, I conclude as follows: students overcame anxiety and inhibitions regarding the studied language in most instances. By means of selected Spanish songs, they were enabled to develop and depict parts in fictitious settings. Simultaneously, the concept prepared the students for settings of everyday live and enhanced their foreign language competence. Hence, the concept I developed in this thesis represents an example of the successful implementation of Drama in Education theory in foreign language teaching.