This self-study action research study explores an area of concern in my practice with the hope of making an enhancement in order to improve my pupils’ learning experiences in my classroom. Critical reflection and dialogue with my colleagues allowed me to understand the educational values that I claim to hold. Throughout this study I attempted to live up to these values in my practice as I documented and recorded my journey along the way. In this action research thesis I explored different approaches of how I can support my pupils’ oral language skills through socio-dramatic play. The study is set in my place of work with my pupils in Junior Infants and my colleagues who work closely with me in this classroom setting. Data was collected using a variety of qualitative tools and resources including my reflective journal, observations, unstructured and conversational interviews and pre-and-post checklists. This allowed me to capture a real sense of what was happening in my classroom through multiple perspectives and lenses. From the extensive but rich data that was collected, I then analysed this data to search for certain themes or trends that were evident. From this I was able to extract my findings which showed indications of episodes of where I was living more closely to my values and thus enabling me to make a new claim to knowledge. Furthermore, this study recommends and extends the understanding that teachers can effectively support and enhance their pupils’ oral language development through socio-dramatic play. It also recommends the self-study action research approach with the purpose of enhancing the learning experiences of the researcher but also their pupils, colleagues and the wider educational community alike.