The present study examined the effects of embodiment learning on developing KG2 children's EFL oracy skills and classroom engagement. Thirty-five KG2 children enrolled at Future International and Language Schools, Sadat City, Menoufia Governorate, Egypt participated in the this study. They were assigned into a treatment group that was tested in EFL oracy skills and classroom engagement both before and after the intervention using a pre-post EFL oracy skills test and a pre-post classroom engagement scale. Statistical analysis of the study results illustrated that there are significant differences on the pre- and post-administrations of the study instruments in EFL oracy skills and classroom engagement in favour of the post administrations. Consequently, it was concluded that utilizing embodiment learning was beneficial and positively affected the development of KG2 children's EFL oracy skills and classroom engagement.