This empirical study examined whether role based participation in dramatic scenarios enables a first-hand understanding of decision-making under pressure in a team situation. We asked 30 members of the undergraduate university population to take part in a role-based drama concerning an incident (fictitious) that occurred on campus and subsequently escalated into a crisis. Using the same scenario we conducted three sessions; female only (n = 10), male only (n = 10) and mixed (n = 10). Results showed that the exercise was perceived to be realistic and educational. Moreover, the exercise appeared to tap in to a range of skills including effective communication, critical analysis of information and respect for individual differences. There were no significant effects of gender. We suggest that these applied drama methods can be used to assist in the training of professionals working in the area of crisis management.