This study evaluates the effectiveness of an eight-session vocabulary teaching program utilizing the Oxford Picture Dictionary, focusing on specific vocabulary words related to clothing, health, emotional states, and environmental actions. The study assesses the vocabulary proficiency of 30 beginner-level (EFL) university students, aged between 19 and 21, at the University of Sulaimani. The three assessments—pre-test, mid-test, and post-test—were meticulously designed to serve as benchmarks for measuring the program's impact. Participants were immersed in consecutive sessions where vocabulary instruction was based on the Oxford Picture Dictionary. Pre-test, mid-test, and post-test scores were analyzed using the robust statistical methods of paired sample t-tests and Analysis of Variance (ANOVA). Several students were also interviewed to gain a deeper understanding of their experiences. According to the analysis, vocabulary proficiency increased dramatically from the pre-test to the post-test (p The findings suggest that the Oxford Picture Dictionary-based program positively influences vocabulary acquisition. Educators can use this insight to tailor language instruction, benefiting students' language proficiency. Key Words: Language acquisition, Oxford Picture Dictionary, vocabulary assessment, vocabulary teaching, visual imagery