The topic of this thesis is the Total Physical Response method in teaching English to young learners. In what follows, several foreign language teaching methods will be compared and discussed such as the audio-lingual method, the grammar-translation method, the direct method and the Total Physical Response method. Further on, learners’ needs, personality, motivation and cognitive development will be examined and compared to the Total Physical Response principles. The postulate of this thesis is that the Total Physical Response method surpasses other second language teaching methods as it uses physical movement to react to verbal commands in order to reduce pupil inhibitions in a second language. The basis for that argument is the belief that a foreign language should be acquired like the native language itself, through language immersion, body movement and total exposure to language without the pressure of producing speech. One of the primary human needs is the need for movement and that need is harvested and obliged in this methodological approach unlike most of the other, however effective and useful, methodological approaches. In the second part of this thesis I will present the results of a research conducted with the topic of Total Physical Response. The research has been conducted in two first grades in a way that the same lesson is conducted using two different approaches. One approach is a more traditional one, whereas the second approach is the Total Physical Response. Data was collected via surveys which are analyzed and presented in this paper. The analysis of that data will provide the material for further understanding Total Physical Response method in terms of its effectiveness, usefulness and implementation in the foreign-language classroom.