This study aimed at investigating the impact of virtual trips on developing Arabic language oral skills among third grade students in Jordan. The researchers used a quasi-experimental design to answer the research questions. The study sample consisted of 48 students who were chosen purposely. The participants were divided randomly into two groups: (1) experimental group that consisted of 24 students who were taught by using a Virtual Trip Model (VTM), and (2) control group which consisted of 24 students who were taught by using a traditional method of teaching. To achieve the study objectives, the researchers developed a content-based VTM and achievement test to measure Arabic language oral skills. Reliability and validity of the study instruments were checked. To answer the study questions, means and standard deviations were calculated, and ANCOVA test was used. Study results revealed that there were statistically significant differences (a = 0.05) between means of students' achievement test scores attributed to teaching method variable, and in favor of the experimental group. Furthermore, there were no statistically significant differences (a = 0.05) between means of students' achievements test scores attributed to gender variable, and the interaction between teaching method and gender variables. Additional implications and future recommendations were argued.