The study investigated the effect of role-play method on reading achievement and interest of primary school pupils in Awka Education Authority of Anambra State. The study was guided by two research questions and two null hypotheses tested at 0.05 alpha level. Quasi-experimental research design involving pretest posttest non- randomized control group was adopted for the study. The population of the study consisted of 2,250 basic five pupilsin the 18-state owned schools in Awka Education Authority of Anambra State. Multi-stage sampling procedure was used to draw a sample size of 77 pupils for the study. Reading Achievement Test (RAT) was used for data collection. The reliability of RAT was determined using Kuder Richard Formula 20 which yielded coefficient value of 0.81. Data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance to test the hypotheses. The findings of the study indicated among others that pupils taught reading comprehension using role-play method had higher achievement and interest scores than those taught using conventional teaching method. It was also found that there is no significant difference between the mean achievement and interest scores of pupils taught reading comprehension using role-play method and that of those taught using conventional teaching method inAwka Education Authority of Anambra State. Based on the findings, it was recommended among others that English Language teachers should use role-play method of teaching to improve the interest and achievement of pupils in reading comprehension.