This research aims to investigate the impact of total physical response-storytelling (TPRS) and grammar-translation (G-T) methods on the elementary school third grade students' acquisition of English vocabulary and the views of elementary school third grade students on these methods. In this embedded mixed-methods study, the data were collected from 49 elementary school third grade students in an elementary school selected by convenience in Kadinhani/Konya, Turkey. For the analysis of the data which were collected through the Vocabulary Acquisition Test and student diaries, independent- and related-samples t tests and descriptive analysis were utilized. It is concluded that the TPRS method is effective in the experimental group students' vocabulary acquisition; the G-T method is effective in the control group students'; and that the TPRS method is not a more/less effective method than the G-T method in terms of vocabulary acquisition. In addition, most students in both groups reflect positive views on both methods in their diaries kept throughout the intervention.