The major objective of this study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the "Solomon Four-Design pre-test/post-test equivalent group design" was considered to be the most useful design for this study. The pre-test was used to measure the achievement and was used only to equate the control and experimental groups. The experimental group was taught by the direct method, while the control group was taught by the traditional method. At the end of the treatment, it was concluded that the direct teaching method was more effective as a teaching-learning technique for English as compared to the traditional teaching method.