This paper explores the teaching method of digital storytelling and its effect on the potential occurrence of flow in pupils in classes of French as a foreign language. The underlying hypotheses are that pupils will experience flow through digital storytelling and that there will be differences in the experience of flow with regard to an individual’s personal characteristics. The research was conducted in French classes held at two Croatian grammar schools during the 2022/2023 school year, wherein 51 pupils took part. The data was collected via (1) a questionnaire distributed prior to the implementation of the teaching method (educational experience and personal interests), (2) a questionnaire distributed during the implementation of the activity (standardized questionnaire regarding the research of flow in FL learning; see Egbert, 2003; Almetev, 2018) and (3) the teacher’s observation method. The results show that pupils did feel flow during the performance of the activity. Less-skilled pupils felt as much flow as the skilled ones, with a stronger sense of flow evident in pupils who prefer working in a group. None of the research hypotheses related to the relationship between an individual’s personal and education-related characteristics and the experience of flow proved to be statistically significant.