Researchers worldwide have identified affective benefits of improvisational drama techniques (IDTs) on foreign language (FL) learners. Yet the characteristics of professional development programmes (PDPs) that could lead to long-term integration of drama among FL teachers appear largely undiscovered. Through expert interviews, a needs analysis questionnaire and a literature review, this study aimed to determine which design principles a PDP must fulfil to effectively address educational challenges surrounding IDT-implementation. The findings revealed that such training calls for a symbiosis between practical considerations, namely school environment and training conditions, and tapping into a mindset among FL teachers that allows them to (re)discover core beliefs and carry out IDTs with ‘artistry’.