ABSTRACT Values are a very important component of education which every learner needs to cultivate if we must guarantee a responsible society. The earlier in life right values are imbibed the healthier the individual and the society. Teachers have a vital role to play in the development of right values in children. The effectiveness of their method determines their success in the exercise. This study sought to compare the effectiveness of roleplay and expository methods in developing the value of truthfulness in primary school pupils. Two research questions and two hypotheses guided the study. The quasi-experimental, pretest-posttest non-randomized control group design was adopted. The subjects were 2 classes of primary 5 pupils of a primary school in Abia State Nigeria randomly assigned to the experimental and control groups. A pretest determined their attitude to truthfulness one week before the treatment. The 2 groups were taught moral instruction using 3 stories. Whereas the E group was taught using roleplay the C group was through the teacher-centered way. The instrument was a 25- item validated pupils. Attitude to Truthfulness Inventory which had a reliably index of 0.85 using the Pearson Product Correlation Coefficient Formular . It served as both the pre-test and post-test. At the end of the 3 weeks treatment, the post-test was administered. Analysis of data using means and standard deviations for the research questions and ANOVA for the 2 hypotheses that guided the study revealed that the group taught using roleplay had a significantly higher attitude to truthfulness than the group taught with roleplay. Gender was not a significant factor in determining the attitude of the subjects to truthfulness. Appropriate conclusions and recommendations were made.