The current study aims at finding out the effect of the 4As (Anchor, Add, Apply, Away) model on EFL preparatory school pupils’ achievement in the English language. It also investigates the differences between the mean scores in the pre-test and post-test of the experimental group who were taught according to the 4As model. The study sample consisted of 70 fourth pupils at Al-Alm Secondary School for Boys in Salah Al-Din, Iraq. These pupils were divided into two groups: the experimental group (taught using the 4As model) and the control group (taught using the prescribed model), with 35 pupils in each. The study adopted a quasi-experimental design involving pre- and post-tests to measure achievement in English. Both groups were matched in terms of age, prior achievement in English, and parents’ academic background. The experiment lasted for ten weeks during the first semester of the 2024–2025 academic year. The statistical analysis, including t-tests, revealed that the experimental group showed significantly higher achievement scores in the post-test compared to the control group. The study finds out that the 4As model has a positive impact on EFL pupils’ achievement in English. Based on these results, the researcher provides recommendations for incorporating the 4As model in language instruction.