This study aims to explore the effect of role - play in learning the unit about the Prophet's biography and students attitudes towards the subject of Islamic Studies for the second Preparatory students in the academic year 1422-1423 (A.H): 2001- 2002 (A.D). This is done through answering the following questions: 1- What is the effect of using the role-play method in teaching Islamic Education Course on 2nd preparatory studies achievement on the Prophet's biography unit? 2- What is the effect of using the role-play method in teaching the prophet's biography unit on 2nd preparatory student's attitude towards Islamic Education Course? The researcher has used the experimental method. A group of 2nd preparatory students has been chosen from Sultan bin Saif Basic Education School in Nizwa City. The experimental group consisted of 35 pupils, which is equivalent to the other 35 pupils of the controlling group. The experimental group has been trained to act the role of adults as the Prophets companions. This has been done after controlling the alternatives. The study has included two tools: the examination for the of the Prophet's biography unit and the measurement on the student's attitudes towards the Islamic studies. The researcher has prepared them and implemented them before the application of the experimental syllabus, in order to balance the Two groups in terms of their level and in order to compare the Two groups to identify the effect of the role - play on learning about the unit of the Prophet's biography and the effect of student's attitudes towards Islamic Studies. The experimental programme was implemented for 4 successive weeks for both the two groups. The Statistic analysis showed that there are differences between experimental group and the control group for the examination and measurement of attitudes towards Islamic studies whereas the result indicates 0,05 which shows the effect of role-play in improving learning and students attitudes. This emphasizes the importance of this approach in increasing students learning through the practical application of the theoretical lessons and through active participations in role-play. The role-play method has clearly attracted and motivated pupils towards Islamic Studies and helped in student's attitudes. This calls for the urgent necessity of using the most exciting and effective methods in teaching Islamic Studies.