Proponents of drama in education have striven to make drama part of compulsory education, as an aesthetic subject for all children. The conditions for drama in education vary from country to country, and the development points in different directions. A recent discussion of drama within education has to do with the concept of ‘aesthetic learning’ as a common area, versus subject specific learning in each art form. Another issue has been the recognition of drama as an art form versus drama as method for learning in other school subjects. And the relationship between drama and theatre has been debated more or less constantly over the years. These themes and issues are reflected in various curricula. How is drama/theatre presented and positioned in the Nordic countries’ National Curricula? The study concerns drama and/or theatre in the curriculum for pre-school, compulsory school and upper secondary school in the five Nordic countries; Denmark, Finland, Iceland, Norway and Sweden. A comparative analysis of the specific ‘drama profile’ in each country, and eventual trends or tendencies will be described and discussed.