This study investigated the use of immersive learning on students’ performance in English grammar in Umuahia North Local Government of Abia state, Nigeria. The independent variable of the study was immersive learning strategy while the dependent variable was performance. The study had three objectives, three research questions and three hypotheses. Two-group pretest-posttest-quasi-experimental research design was used. The population was two thousand and ten (2010) senior secondary students. A sample size of one hundred and thirty-eight (138) students from two (2) co-educational schools with intact classes were purposively selected. In addition, the subjects selected were randomly assigned to groups: one, the experimental group (immersive-learning) and one, the control group (lecture strategy). The instrument used was English grammar Performance Test. The reliability of the instrument was done using Pearson Product Moment Correlation which yielded an index of 0.841. Face, construct and content validity were conducted for the instrument. A criterion mean of 2.5 was used. Mean and standard deviation were used to answer the research questions and analysis of covariance was used for hypotheses using SPSS at 0.05 level of significance. The findings revealed that the immersive learning strategy is highly effective; as those exposed to it improved significantly in their grammar performance. On the other hand, gender played a significant influence on students’ performance in English grammar. It recommended that teachers should infuse the immersive learning strategy into their teaching approach. The research has provided empirical review on language which had never been reported in Language Education, University of Port Harcourt Rivers state, Nigeria.