The current study seeks to examine the effect of digital storytelling (DST) on vocabulary acquisition of Arab ESL students who live in Israel. The study was conducted among 10 Arab teachers from Arab elementary and junior high schools in Northern Israel. This study is based on a semi-closed interview. Interviews are conducted with the teachers in their schools, places teachers choose, or simply using the ZOOM application. The interview consists of 8 questions that deal with using digital stories in English classes. The data are qualitatively analyzed; the thematic approach is used as an inductive way of data analysis. The results show that: First, digital storytelling allows students to become creative storytellers by choosing a topic. Second, using digital stories improves the vocabulary acquisition of the learners. Third, digital stories can be used as instructional materials, and they can increase the level of knowledge and interest in the subject taught. Finally, digital stories could change the students' attitudes toward studying English.