This study reviews online gamification as a teaching strategy to enhance Filipino vocabulary acquisition among Grade 4 students at Maniki Central Elementary School SPED Center. The research examines the impact of online gamification on improving Filipino vocabulary acquisition. The study employed a quasi-experimental approach within a quantitative research design. A total of thirty participants were selected as the sample, with seven chosen to share their insights regarding the intervention. Data analysis was carried out through descriptive statistics and paired sample t-tests to determine the effectiveness of the intervention. Results indicated that the average filipino vocabulary scores increased from 39.33% before the intervention to 90.43% after the intervention. Moreover, the paired sample t-test revealed that this improvement was statistically significant, t(29) = 37.9, p < .001, with a large effect size (Cohen’s d = 6.91), indicating that the intervention had a substantial impact on students’ Filipino vocabulary. These results are consistent with previous findings on gamification in education (Deterding et al., 2011), highlighting its potential to foster learner engagement and improve academic performance. Additionally, Grade 4 students initially showed low performance in Filipino vocabulary, with a pre-test mean score of 11.80. After a seven-week intervention using Project F.L.I.P., the post-test mean increased to 27.23, demonstrating a high level of vocabulary proficiency. The study also found that Project F.L.I.P. enhanced vocabulary by motivating students through game-based learning, reinforcing knowledge with multisensory strategies, promoting interactive engagement, and building learner confidence. Thus, the intervention proved effective and can serve as a great instructional tool.