The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and the control group. Besides, the qualitative part of the research consisted of semi-structured interviews in order to explore students' perceptions about situated learning. This study involved 116 second grade students who were studying in the department of Accounting Information Systems. The data were gathered through an achievement test, developed by the researchers, and semi-structured interviews. A paired samples t-test and independent samples t-test were employed in order to analyze the quantitative data. Furthermore, descriptive analysis was carried out to analyze the qualitative data. According to the findings of the study, the average score of the achievement test for control group was found to be lower than the experimental group; however, a significant difference was not obtained. It was also unearthed that the perceptions of students about situated learning were mostly positive. Thus, it can be concluded that situated learning can be used successfully in teaching students vocational English.