The aim of this study is to determine the effect of the active learning approach on student achievement in the learning outcomes of the 'My Town' unit in the fifth-grade English course in a secondary school. The research was organized according to a quasi-experimental design with experimental and control groups. The experimental (n=34) and the control group (n=31) were chosen by a group matching method among 11 fifth-grade classes in a secondary school in the Elazig province of Turkey in the fall semester of the 2016-2017 academic year. In the data collection process of the study, a semi-structured interview form and an achievement test was formed considering the fifth-grade English course learning outcomes according to the Ministry of National Education (MONE, 2016). The data collected from interviews were analyzed by a descriptive analysis method. In order to determine whether there is a significant difference between the experimental and the control groups and to examine the effect of active learning on permanence, an independent group t-test was used. As a result of the study, it was found that active learning activities contributed to the students in the experimental group in the learning outcomes of the 'My Town' unit of the fifth-grade English course.