This dissertation examines the effectiveness of using songs to teach past tenses to English as a Second Language (ESL) learners. The study explores the potential of music to enhance students' interest and comprehension of grammar, specifically focusing on the past tense. The research involves pre- and post-tests to measure improvements in students' grades, with 20 participants involved in the study. Additionally, interviews with students and teachers are conducted to analyze their perceptions of using songs in teaching. The dissertation includes a literature review, detailed research methodology, data analysis, and discussion of the findings. The results indicate that incorporating songs into teaching practices improves the students' understanding and application of past tenses in sentence formation. The study also highlights the importance of grammar in effective communication and addresses the challenges ESL learners face in using English correctly. The dissertation concludes with recommendations for future study and implications of the findings.