The purpose of my self-study action research project was to critically reflect upon my teaching of Irish in a DEIS band one school and to identify ways in which I could improve my teaching for the benefit of my students. I was motivated to examine my practice by the low levels of pupil interest in learning Irish in my class, as well as by their motivation and confidence with the language, and their reluctance to use the language orally. I wanted to develop strategies to encourage participation in Irish lessons. I also wanted to develop approaches that would foster interest in the language among my students. The research was informed by the work of Vygotsky ( 1978) on the social nature of learning, Krashen' s ( 1982) emphasis on comprehensible input, and Bandura's theory of f-efficacy, alongside Dewey's (1938) advocacy for experiential learning. My research investigated the role of play based learning (Froebel, 1826), technology-based learning (Mishra and Koehler, 2006) and student voice(Dewey, 1938) in promoting meaningful language acquisition. Interventions included playful activities like using a Balla Focail and using ICT activities to develop interest in the language. Findings revealed that play based learning and the incorporation of digital tools significantly enhanced students' willingness to speak the language, along with their motivation and confidence to do so. The study also highlighted the importance of teacher mindset, and the need to create a safe and comfortable learning environment in order for my students to remove the barriers they previously experienced to acquire their native tongue. The research concludes with practical recommendations for teachers, especially those in DEIS settings, who want to revitalise Irish language teaching. It also reflects on the transformative impact of self-study action research on supporting teacher professional growth (Loughran,2007).