The development of professional competencies in language mediation is commonly associated with linguistic accuracy, memory management, and rapid bilingual processing. Yet interpreting and related language service activities also depend on broader communicative abilities, including attentive listening, vocal clarity, interaction management, and sensitivity to contextual meaning. In recent years, experiential learning approaches in higher education have drawn attention to the potential of embodied and practice-based pedagogies for strengthening such competencies. Among these approaches, drama pedagogy provides structured learning environments in which participants explore communication through voice, gesture, role enactment, and reflective interaction. This study examines how engagement with drama-based learning within a distance higher education program may contribute to the development of transferable skills relevant to language mediation. The article presents a qualitative case study of a postgraduate student enrolled in a master’s program in Theatre Studies delivered through distance learning. The student, who works professionally as a community interpreter between Greek and Russian, participated in two courses focused on educational theatre and drama-based practice. Data were drawn from reflective writings produced during the courses and from a later discussion with the course instructor. The analysis indicates that sustained engagement with drama pedagogy supported the development of four interrelated competencies relevant to interpreting practice, namely vocal awareness, attentive listening, communicative presence, and responsiveness within live interaction. The study suggests that drama-based pedagogical practices may offer a valuable complementary pathway for strengthening communication skills that underpin professional language mediation.