The objective of the present study was to identify and examine the influence of instructional tools, namely, games, songs and stories on young Iranian EFL learners’ achievement utilizing a quantitative design. To conduct the study 65 Iranian EFL learners, divided into an experimental group and a control group, learning English at Navid English Institute, Shiraz, Iran, participated in the study. The data were collected through two instruments: a pre/post- achievement test, and audio-recorded interviews, both designed by the researchers. The data obtained from the administration of the test and the interviews were analyzed using independent samples t-tests and paired samples t-tests and the findings were compared to describe the influence of employing instructional games, songs and stories on participants’ achievement. Findings drawn from the analysis of data revealed that the implementation of pedagogical tools used in the study can significantly affect the learners’ language achievement, realized through their listening, speaking, and writing ability and their vocabulary and grammar.