Objective: This study investigates the efficacy of psychodrama on the social behavior and self-esteem of elementary school students with dyslexia in Ardebil.. Method: 31 male and female elementary fifth grade students with dyslexia were multi-stage cluster randomly selected. They were placed in two groups (experimental 16, control 15). 10 weekly structured sessions of psychodrama were conducted with experimental group. Results: The scores of (SBA) and (SEI) gained from the post-test indicate that the psychodrama has increased the subjects` social skills and self-esteem. Furthermore, the subscales analyses for the social skills inventory the results display that psychodrama had a significant effect on the interpersonal skills and task behavior, but not for the ego behaviors and educational environment behaviors. Conclusion:  The application of psychodrama in schools is highly recommended to increase the students' social skills and self-esteem.