The entire study aimed at investigating the effect of using role playing method on the attainment of grade 7 (basic education) students to the Arabic syntax and their tendency towards it. The sampling of the study involved (60) students who were divided into two groups; an experimental group and control group. Students in the first group were taught Arabic syntax using role play method, whereas the control group was taught using the normal way. To assure the aims of the study the following process was followed: . First; the researcher designed grammar based content lessons using role play method. Based on that, an achievement test and tendency scale was established. To assure their validity they were given to a number of jury members to check. Regarding establishing the test and the scale reliability, 'Kronbakh Alpha' was used, and the results were (Reliability = 0, 78 in the achievement test ) and (Reliability = 0, 82 in the tendency scale) respectively. The test and the scale were both applied on the sampling of the study before and after the grammar lessons. Based on, the results of the study came up with the following: There are differences in statistics indications at the indication level (0,05 >a) in the achievement test between the average marks of the two groups; experimental group and control group in favour of the former regarding syntax attainment.. Other differences in statistics indications at the indication level (0,05 >a) in the tendency scale were recorded between the average marks of the two groups in favor of the experimental group, too. In the light of the study results, a number of recommendations have been drawn. The most significant one was encouraging students to be more creative in carrying out part of some syntax lessons using role play. Thus, due to the limitations of this study, it draws the researchers' attention to the need for further studies to be carried out in an attempt to explore the importance and the effectiveness of using role play method in teaching and learning syntax in different learning levels of basic education.