Abstract: Studies show the need for improvement of social skills among school children. Therefore, the present study aimed to examine the effect of digital storytelling intervention on social skill acquisition among children in Nigerian primary school setting. A total ofone hundred and twenty pupils (n = 120) with social skill impairment participated in the study. The Social Skills Rating System Child version (SSRS-C) was used in collecting data. The method of data analysis used in the study was the t-test statistic. The digital storytelling intervention significantly improved the social skills of primary school childrenwho hadsocial skill impairment after they were exposed to the treatmentcompared with their peers in the no-intervention control group. The improvement in social skills was also sustained at follow-up evaluation. Therefore, the researcher recommended that childhood educators involved in the treatment and care of children with social skills impairment be trained on the use and application of digital storytelling approach.