The current study aimed at investigating the effect of a task-based learning strategy on developing primary stage pupils' EFL oracy skills. The study adopted the quasi-experimental design. The participations were forty pupils from Qutb Diab2 primary stage enrolled in the six year from Bahtit, Abo Hamad Directorate, Sharkia Governorate, who were equally divided into an experimental and control groups. The experimental group was taught by the task-based learning strategy while the control group received regular instruction in the first term of the academic year (2022-2023). The experiment lasted for eight weeks. The researcher carried out 8 sessions; each session took about 90 minutes. To achieve the aim of the study, the researcher designed these instruments: an EFL oracy skills checklist, a pre-post oracy skills test, a rubric of the oracy skills test. The data obtained were statistically treated through the SPSS program. Results showed that the experimental group outperformed the control group in oracy skills due to the use of the task-based learning strategy. These results indicated that the task-based learning strategy has a positive effect on developing primary school pupils' EFL oracy skills. It was recommended that task-based learning strategy should be used in EFL teaching to enhance oracy skills and other language skills.