Literary texts are the most important resources that support the learning/teaching of EFL vocabulary. The main objective of this study was to assess the use of short stories to teach vocabularies of EFL Grade 10 students. The students’ perceptions about the use of short stories to improve their vocabulary were also investigated. The participants of the study were one intervention group who were contained 60 students selecting conveniently and quasi experimental specifically (pretest- posttest) research design was applied. Tests and questionnaire were data collecting instruments. At the beginning of the study, the researcher made pilot study to check the validity and reliability of the instruments and then students took pre-test before any treatment. Next, the group was given treatment on collocations of words, synonyms and antonyms of words and contextual meanings by using short stories for five weeks and then they were given the posttest to observe their progress. To investigate students’ attitude towards the use of short stories to improve their vocabulary performance, questionnaire was also used and the data was analyzed quantitatively using SPSS version 21. As the analysis of the students’ test result showed, there was a significant difference between the pre and post test results of students on vocabulary. The results of the questionnaire revealed that the students had a positive attitude towards the use of short stories to improve their vocabulary performance and the treatment given. Based on the findings of the study, it was suggested that short stories should be used primarily to support students’ language learning in general and vocabulary lessons in particular. Finally, as this study is limited to one grade level with a sample of one section students conducted in short period of time, it seems difficult to draw generalizations about the findings of the study. Thus, additional study is highly recommended to further investigate the area