This paper implements and evaluates a curriculum-integrated information literacy programme in an Arabic primary school in the United Kingdom to empower learners and develop life-long learning skills. It reports on an action research project with a reflective practice approach used at the beginning of the semester to identify potential problems before planning the action. A focus group interview and learners' written output were used to answer three research questions about learners' awareness, attitudes, and confidence about information literacy skills. Enhancement was found in these three aspects. [For the complete volume, see ED578177.]