This study explores the use of Intsagram Reels as a digital medium for vocabulary acquisition through a case study of the @kampunginggrislc account. Despite the growing use of Instagram Reels in education, limited research has specifically investigated its role in vocabulary acquisition. The research aims to analyse how Instagram Reels are utilized to teach English vocabulary, identify the strategies embedded in the content, and examine learners’ perceptions of its effectiveness. Using a qualitative case study approach, data were collected through content analysis of ten selected Reels semi-structured interviews, and questionnaires distributed to the followers of the account. The findings reveal that @kampunginggrislc employs multimodal and communicative strategies such as direct instruction, contextual learning, Total Physical Response (TPR), guessing games, and visual emphasis. These strategies align with Krashen’s Input Hypothesis and Vygotsky’s Social Constructivism, offering comprehensible input in engaging and low-stress environment. Learners reported that the content effectively enhanced their vocabulary understanding and retention, and may applied the new vocabulary in real-life contexts. However, some limitations were noted, including the short video duration and limited usage examples. This study implies that Instagram Reels can serve as an effective supplementary tool for vocabulary learning, particularly for digital-native learners. It encourages educators to integrate short-form social media content into language instruction, fostering greater learner motivation, engagement, and autonomous learning. In general, Instagram Reels are perceived as an effective, adaptive, and inclusive medium for vocabulary learning, especially for digital-native learners. This study highlights the potential of social media platforms in supporting English language learning and recommends further integration of such tool in pedagogical practices.