The purpose of this research is to analyze how the ESA (Engage, Study, Activate) method of instruction affected the attitudes and knowledge of eleventh graders regarding English grammar. This goal was accomplished by means of an experimental approach. An attitude survey and a grammar accomplishment test were the two main instruments we used to gauge students' progress in English language acquisition. The researcher teaches English at Al-Yarubia Preparatory School for Girls, and the students there were selected as subjects. The sample consisted of sixty-four female students. Two of the researcher's three classes were selected to participate in the study. There was an experimental group consisting of 34 students and a control group consisting of 30 pupils. Excluding the third class, which consisted of 28 pupils, allowed the data to remain focused and believable.