The purpose of this action research study was to explore various interactive teaching methods and their degree of effectiveness in helping students gain academic skills and knowledge. The participants of this study consisted of thirty second grade students of varied academic levels. To conduct this study I used multiple teaching strategies for teaching spelling words, such as having students practice spelling words in pairs and interactive spelling games which involved the whole class. I collected data during each teaching method's use through observation and the giving of spelling tests in order to document each teaching method used. The findings of this study were that based on test scores alone, interactive teaching methods have little to no effect on students' success in learning a set of spelling words. The methodology itself presented some limitations, for example, in the form of unforeseen circumstances. One valuable outcome of this study was my own improvement in the observation of student performance while teaching. While students participated in interactive teaching methods; I was able to carefully observe which spelling words students were commonly struggling with. This allowed me to take this into account in which words to focus on in the following lessons. One possibility for future research would be to look at whether one student learns effectively from one teaching method while another student learns more effectively from another.