This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum. Copyright © 2021 The Author(s).