The present study is concerned with the impact of mnemonic techniques on learning English vocabulary for undergraduates. The data was collected from a sample of eighty eleventh-grade undergraduates having equal numbers in the control and experimental groups from two colleges in Swat. A vocabulary knowledge scale created by Wesche and Paribakht was utilized for the pre-and post-tests. A quasi-experimental design was utilized to collect and analyze the data of proficiency tests quantitatively. Both the groups were pre-tested before treatment. The experimental group was taught English vocabulary through the mnemonic technique for a period of six weeks and the control group through the traditional way. The proficiency of both groups was tested in a post-test. The statistical analysis of data shows that the mnemonic technique had an impact on English vocabulary acquisition. The findings suggest that this method is an effective technique for improving vocabulary retention and acquisition in a variety of linguistic situations.