Background: Fear of a dental visit leads to avoidance or delay in seeking treatment, which adversely affects a child's oral and psychological health. Children who are worried about going to the dentist may benefit from preliminary knowledge and coping mechanisms created through dramatic framing. Objectives: The aim was to identify children's actual causes of dental fear and anxiety (DFA) and to develop anxiety-minimizing strategies outside a dental setting through process drama. Materials and methods: A total of 60 children between the ages of 8 and 11 were chosen to take part in the process drama workshop. A classroom depicting the scenario of a pediatric dental clinic and a child anxiously waiting for her first dental visit was dramatized in sequence. Through roleplay activity, causes of dental anxiety were identified, and strategies for minimizing it were developed by children. The levels of anxiety were measured using three different rating scales at various intervals. Statistical analysis: The data analysis was done using Statistical Package for the Social Sciences (SPSS) v22 software, analysis of variance (ANOVA), repeated ANOVA, and post hoc Tukey's tests were used for comparative analysis of scores. Results: A statistically significant difference was found in the anxiety scores of children, which were higher at the beginning of the workshop compared to levels after the session. Conclusion: Process drama was found to be effective both in identifying the causes as well as developing strategies to minimize DFA; hence, it can be recommended as a tool to sensitize children awaiting dental visits.