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This chapter is born of a collision of conceptual and diagnostic shifts pertaining to traumatic stress and its treatment, advancements that have im-plications for a growing discourse on trauma-informed drama therapy. Recognizing the limitations of diagnostic criteria for Posttraumatic Stress Dis-order (PTSD) in treating various trauma types (Cook, Blaustein, Spinazzola, & van der Kolk, 2003; Herman, 1997), this chapter will focus on complex trauma, a concept that accounts for the cumulative developmental blows served by repeated and prolonged exposure to traumatic events in child-hood. Just as awareness of the developmental repercussions surrounding chron-ic trauma has come to shape models of treatment, so has knowledge pertaining to neurobiology and the ways in which exposure to traumatic events adversely affects the brain (Beers & De Bellis, 2002; Cook et al., 2003; De Bellis, Keshavan, Shifflet, Iyenagar, & Beers, 2002; Samuelson & Cashman, 2009; van der Kolk, 2006). This chapter focuses on cognitive impairments associated with complex trauma; in particular, the tasks involved in execu-tive functioning (EF), a set of cognitive capacities that operate as an organizing construct for functional social engagement (Rueda, Posner, & Rothbart, 2005). Recognizing the damage done to normal cognitive capacities as they unfold in child development, we propose that drama therapy, with its focus