This study explores how play performances enhance the understanding of literary texts in public secondary schools in West Pokot Sub-County, Kenya. Despite literature’s importance in fostering critical thinking and empathy, students in marginalized regions often struggle with comprehension due to exam-focused, teacher-centered instruction. Using a mixed-methods approach—questionnaires, observations, and focus group discussions—the study examined the effects of dramatization on comprehension, engagement, and interest in literature. Findings indicate that over 70% of students demonstrated improved understanding of literary elements such as themes and plot through performance-based learning. Teachers also reported increased student participation and enthusiasm. However, challenges including limited time, lack of training, and inadequate resources hinder effective implementation.Anchored in Vygotsky’s Social Development Theory, the study concludes that drama-based pedagogy significantly enhances both cognitive and emotional engagement with literary texts. It recommends the integration of dramatization into classroom practice and calls for greater institutional support to address systemic barriers. These insights offer a path toward more inclusive and culturally responsive literature instruction in rural Kenyan schools.