The study investigated the effects of Drama-Technology-Oriented Workshop Instructional Strategy on
Students’ Learning Outcomes In Three Component of Creative and Cultural Arts (CCA) in Lagos State Junior Secondary Schools, Nigeria. The study adopted the pretest-posttest control group quasi-experimental design. Data were collected using Creative and Cultural Arts Achievement Test (r=0.81) and Creative Thinking Skills Assessment (r=0.79) to evaluate students’ creative abilities. Data were analyzed using descriptive statistics, paired and independent sample t-tests, and Analysis of Covariance (ANCOVA) to compare the pre- and post-intervention scores. The findings revealed that students in the experimental group demonstrated significantly higher performance in CCA, with notable improvements in creative thinking, problem-solving skills, and cultural awareness than the control group. It is recommended that teachers adopt this integrated strategy to promote experiential, student-centred learning.