Drama is not a subject in the Swedish compulsory school. Still, drama pedagogues works in schools with scheduled drama lessons, although without any curriculum. This phenomenological study aims to examine the function of drama in the Swedish compulsory school through thoughts and reflections from drama pedagogues working in this context. The empirical data is collected through a described combination of individual writing and group conversations. The result shows that the application of drama in compulsory school can be divided into four different categories, namely Social training; Complementary subject teaching; Directed efforts and Own creation. The result is seen through a phenomenological perspective and Carlgren’s (2015) theory about practical knowledge traditions and subject development. The analysis shows that there is a crossover between the categories and furthermore, that they enable each other. The result confirms previous research which states that in compulsory school drama is mainly used for its instrumental values which also is what becomes available in drama practice. The analysis suggests that the categories Complementary subject teaching and Social training can be understood on the basis that drama has been attributed to theoretical subject knowledge from the school's other subjects and the value-based assignment in the curriculum. Finally, a question is raised regarding what kind of school subject drama could be and what is desirable.