Affective Social Competence (ASC) is a dynamic, interconnected model of socio-emotional skill, articulating the development of emotional expression (EE), understanding (EU), and regulation (ER) (Halberstadt, Denham, & Dunsmore, 2001).   This theoretical research paper uses integrative literature review and intervention research methodologies to identify how play, in the context of drama therapy, can support the development of ASC.  Research indicates that elements of play are related to growth in ASC subdomains, including social play with peers and parents, and physical, object, and pretend play experiences.  Based on this research, the Embodiment-Projection-Role (EPR) paradigm is identified as an ideal framework for building ASC drama therapeutically (Jennings, 1990; 1998; 1999; 2005; 2011; 2012a; 2012b).   Specifically, Embodiment Play, using movement and sensory exploration of the environment, supports emotion regulation, helping the child explore physiological and emotional experiences and practice coping and regulation strategies.  Projective Play, externalizing ideas and experiences onto toys and objects to manipulate them, supports emotional expression.   It assists in the expression and mastery of emotional content for children through symbols.  Role Play is related to emotion understanding, which requires the ability to take the perspective of another, and decode emotions.  Through pretending to be someone else, children strengthen their abilities to role reverse, empathize, and understand the emotions of others.  A program for building ASC in children aged four to ten using the EPR paradigm is described, including client and therapist roles, setting and materials, goals, exercises, and session structures.