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Although a growing body of literature describes drama therapy intervention models and case examples of school-based work, there has yet to be a comprehensive study that details the prevalence and practice of drama therapy in North American schools. Members of the North American Drama Therapy Association received an online survey designed to gather quantitative descriptive data and qualitative experiences of drama therapists currently practicing in schools. This article presents findings related to the former, reporting data focused on relevant training and experience, organizational information, scope of practice, clinical engagement and obstacles to the introduction and implementation of services. Interpretation of reported descriptive data is provided and future research directions are considered regarding school-based, drama therapy practice.