The current study investigates how game-based learning affects Preparatory Stage students' reading comprehension in language. The simple random sampling technique was used to select students at random. The Experimental research design comprised two groups: experimental and control. Ninety third-graders from two different CBSE schools in Gurdaspur make up the sample. The experimental group comprised 45 pupils, whereas the control group consisted of the remaining 45. A pre- and post-test methodology was used in this study to evaluate English reading comprehension. ANOVA, T-Test, Mean, and SD were used to statistically analyse the gathered data. The study's findings showed a favourable and significant difference between students who received instruction through game-based learning and those who received instruction through traditional methods, which greatly aids in the development of students' reading comprehension.