Moral development during middle school years is critical as children begin to form independent values and judgments that shape their social and emotional growth (Kohlberg, 1984). It is also known as the foundation for ethical behaviour, social responsibility, and character formation (Damon, 1988; Lickona, 1991). Traditional moral education often emphasizes memorization, which may limit deeper reasoning skills (Kohlberg, 1976; Narvaez, 2002). The present study examines the effectiveness of moral stories in enhancing moral reasoning among middle school children. A pre-test post-test experimental design was employed with 50 students aged 11-13 years, using a standardized moral reasoning questionnaire to measure changes before and after the intervention. The intervention included moral stories from cultural and folk tradition followed by interactive discussion and reflective activities. This design promotes critical thinking and independent moral judgement. Results indicated a statistically significant improvement in students’ moral reasoning post-test scores (p value <0.01). The findings highlight the potential of storytelling-based modules as an effective approach to strengthen children’s moral reasoning. The study concludes with recommendations for future research on moral storytelling interventions.