This study investigated the effects of group play on communication skills in upper primary students. A quasi-experimental method for evaluation and comparison of communication development was adopted, and two classes of fifth-grade female students were randomly selected. They were divided into two groups: a control group and an experimental group. The survey Willingness to Communicate (McCroskey & Richmond, 1987) was administered to gather data, and a t-test was conducted to examine the hypothesis. A pre-test was given to participants in the two classes to measure communication skills development. The experimental group played the pre-selected group games for six weeks (two sessions of 60 minutes per week), while the control group continued with the standard curriculum. After this time a middle-test was administrated on the students to eliminate time as a factor. This indicated that additional time was necessary, so the study continued for another six weeks. After the last phase of this study, a post-test was conducted, revealing that group play could be related to increasing social skills in the area of communication with peers (p< 0.05).