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The study was conducted with eight participants, between the ages of 10 and 12, who had been diagnosed with LLD. All participants were from a school for learners with special educational needs in eThekwini (KwaZulu-Natal). The pragmatic intervention focused on two specific skills: stylistic variation and requesting clarification. Data collection was done over five phases. The first phase involved pragmatic assessment of the participants. The second phase was the role-play intervention being implemented with the experimental group, and the third phase served as a posttest. The final phase involved a reassessment of the participants in both groups. The results show that the intervention significantly increased the participants’ pragmatic competence in both styles of communication. The results further suggest that pragmatic play is a worthwhile tool for learners with LLD and should be considered for inclusion in all language programs. This is particularly important in South Africa where LLD is a significant factor contributing to poor academic performance.