This paper aims at examining the effect of the gamification approach on students’ attitudes towards reading and written expression and academic success. The sample for this study consists of 63 third-grade students attending a state school in the Central Black Sea Region of Turkey during the 2019-2020 school year. While 33 students were included in the experimental group, the remaining 30 students were in the control group. A quasi-experimental design was used. Certain data collection instruments were used to determine participants’ attitudes towards reading and written expression and success in the Turkish course. SPSS v. 23.0 was employed to analyze data. Descriptive and predictive statistical techniques were used. Significant differences were obtained between experimental and control groups before and after the implementation. Finally, it was concluded that the gamified Turkish course positively affected participants’ attitudes towards reading and written expression and increased academic success in the Turkish course.