This study investigated the effects of using a project-based learning approach in teaching elementary-level social studies. The study was experimental and was conducted using a Pretest-Posttest Equivalent Group Design. The sample students of the study were equally assigned to two groups, i-e, an experimental group and a control group. Pre- and post-tests were used to collect data from both the study groups, which reflected their academic achievement. The data were analyzed and interpreted using Mean, Standard deviation and Paired Sample t-tests. The study results show that project-based learning is an effective teaching method for social studies at the elementary level. Therefore, the study recommends using this approach for teaching the subject at the elementary level to enhance students’ academic achievement. To achieve this purpose, the social studies textbook should be revised to include the procedures and principles of project-based learning. Furthermore, training and workshops should be arranged for teachers to train them to use this approach efficiently in their teaching.