This study attempts to construct a proposal to reflect, develop and strengthen the teaching practices of future FFL - French as a Foreign Language - teachers (directors), work on their motivation and shape their professional identity, through the use of drama activities. Specifically, we focused our attention on the Low-Intermediate French course from the B.A. in the Teaching of Modern Languages (English – French) at Pontificia Universidad Javeriana. There, we carried out five activities in which we worked on different aspects of the language, considering their current teaching context. The aforementioned led us to effectuate two focus groups with the students enrolled in the class (actors), and two interviews with one the of directors of the subject, before and after the activities. In view of the findings, we discussed how drama activities are indeed very important in the development of FFL directors. We constructed our analysis based on four main aspects: 1) theatre meaningfully improves actors’ self-confidence when participating in class; 2) theatre motivates actors to attend classes since we always have something amusing to do; 3) theatre can be seen as a vehicle to improve the speaking skill of future FFL directors; and 4) theatre shapes critical and dynamic teaching identities. Hence, we problematize key needs as follows: a) it is important to guarantee appropriate spaces for alternative language teaching in high education institutions; b) future foreign language directors should take mandatory courses on drama techniques; c) as bodies are valuable means of learning, we should reincorporate the corporal competence to our curriculum. In this spirit, the success of this research can be considered a pedagogical proposal for the French courses at the Licenciatura program provided that they do not have a specific element within the syllabuses to prepare teachers to teach.