The goal of this study was to determine the effect of using some dramatic activities on developing the oral performance skills of second year prep school students in English. The dramatic activities included storytelling, story-acting, pantomime, puppetry, role-playing, reader's theater and choral reading. The oral performance skills were "pronunciation", "vocabulary", "word-formation", "grammar" and language functions. To investigate the problem of the study, the experimental design was adopted. Seventy-eight girls of second year prep students in two classes from Sammanoud Prep School for Girls were chosen as the subjects of the study. The two classes were randomly assigned to either the experimental or the control group. The experimental group was taught the first term units including stories of Hello! 4 using the dramatic activities. On the other hand, the control group studied these units as recommended by the Ministry of Education. The two groups were pretested and posttested on their oral performance skills. For investigating the differences between the mean scores of the experimental group and those of the control group on the oral performance pre- and post-test, the t-test for independent samples was applied. The results demonstrated that there were statistically significant differences between the mean score of the experimental group and those of the control group on the oral performance post-test favoring the experimental group in the oral performance in general and in the skills of "pronunciation", "word-formation", "grammar" and "language functions". Based upon these findings and in the light of the t-values of the pre- and post-testing for each skill of both the experimental and control groups, it was concluded that using the dramatic activities is highly effective in developing the oral performance skills of second year prep students in English.