This study investigates the impact of a humorous teacher persona on student engagement, participation, perception, and achievement in elementary EFL classrooms. Using a quasi-experimental design with qualitative support (interviews and observations), two fifth-grade classes at MIT Nurul Islam Ringinwok were compared: one taught with a humorous persona (“Mr. G”), the other using conventional methods. The quantitative results clearly demonstrated a statistically significant improvement in student achievement for the experimental group. A post-test comparison yielded a t-value of 5.73 with degrees of freedom (df) = 48 and a p-value < 0.001, indicating that the likelihood of these results occurring by chance is less than 0.1%. This strong statistical evidence led to the rejection of the null hypothesis and confirmed that students exposed to a humorous persona performed significantly better than those taught through conventional methods. Qualitative findings further supported these results, showing that students responded positively to humor in the classroom, These findings support the use of humor as an effective tool to create a dynamic and student-centered language learning environment.