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The study aimed to investigate the impact of teaching grammar using situational context and examine the English instructor's attitude towards teaching and learning grammar using situational contexts. To fulfill the aims of the study, the researcher used an experimental approach as well as a descriptive analytical method. The experiment involved a sample of 50 randomly selected divided equally into a control group and an experimental group. The treatment of situational context method was applied to the experimental group while the control group followed the traditional grammar teaching method. The experiment lasted for four weeks. A Grammar achievement test (pre-test and post-test) and an attitude scale were employed as the instruments for data collection. The collected data was statistically analyzed by using the independent samples t-Test and Paired Sample t-Test of SPSS 15.0. The findings of the study revealed that teaching English grammar using situational context improves students' academic achievement in grammar, on grammatical meaning and function and increases students' level of classroom participation in grammar lessons.