This study investigates the effects of different vocabulary teaching methods on low- level learners`vocabulary and reading achievement in the high school English classroom. The experiment was administered for two months on three homogeneous groups, each of which was taught vocabulary using the definition-based, the pictionary-based, and the context-based methods, respectively. Additionally, a higher proficiency group was also taught in the context method to see how different proficiency responds to the context method. The post-test results showed that the pictionary group performed the best on the vocabulary test with a significant difference from the context group. The pictionary group and the definition group increased in their reading scores while those of the two context groups remained the same. The vocabulary and reading proficiency difference that existed between the two context groups disappeared after the experiment. The results of the study emphasized the benefits of the pictionary method in teaching voca- bulary to low level students and indicate that implicit instruction of vocabulary using contextual cues and inference may not have pedagogical effects on low-level high school students and that it may even affect their vocabulary acquisition negatively.