There are many different approaches to teaching English in the classroom, but the majority of them still focus on the teacher. The teacher leads the students, feeding them language information, telling the learner what to learn and how to do it, while the learner is expected to absorb the information and produce it on demand. Teachers realize more and more that learners are bored to be the passive agents who are supposed to assimilate any material they are offered. Discovery learning is an approach which changes the focus in the teachinglearning process, involving the learner in material presentation, assimilation, transforming him/her into the main agent of this process, while the teacher becomes a guide and a facilitator. It encourages motivation, active involvement and creativity, promoting autonomy and independence, ensuring higher levels of language acquisition. In this approach the student learns the material through analysis and interpretation, rather than being busy with mechanical memorization. Discovery learning approach can be used in teaching any language aspect, to learners of any level of language acquisition. In this article we are making an attempt to illustrate how it works in teaching grammar