The purpose of this study was to examine the effects of integrating theatre-arts strategies and traditional strategies in high school English classrooms. The sample consisted of one eleventh grade English class of twenty-one students. Data were collected from students' cumulative grades. The study was conducted throughout an eighteen-week term, divided into two nine-week semesters. Theatre-arts strategies were implemented for four weeks of the first nine-week semester. Traditional teaching methods were employed for four weeks of the second nine-week semester. The data from the study were analyzed using a dependent T-test to compare the scores of students when taught using theatre-arts strategies and traditional teaching methods. Although each student's score increased 3.05 points when taught using theatre-arts strategies, the results indicated no significant difference found between the scores (t (20) = 1.86, p> 0.05). An independent T-test was conducted to determine whether there was a difference in academic achievement between genders when taught using theatre-arts integrated strategies. A significant result was found between the mean scores of males and females (t (19) = -2.93, p< 0.05). Another independent T-test was also conducted to determine whether there was a difference in academic achievement between genders when taught using traditional methods. A significant result was found between the mean scores of males and females (t (19) = -2.46, p< 0.05). These findings suggest that theatre integrated strategies are beneficial to both males and females, although females tend to excel in theatre integrated classes.