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The objectives of this study were to compare the mean scores of students' English proficiency tests before and after receiving instruction using the task-based approach with authentic materials, and to study students' attitudes towards the instructional method. This study employed a pre-experimental design (one-group pretest-posttest). The samples comprised 50 eleventh-grade students from Marie Upatham School during the first semester of the 2024 academic year, selected through purposive sampling. The instruments used for this study were 1) the 24 periods of lesson plans using the task-based approach with authentic materials, 2) the pre-post English proficiency tests, and 3) the questionnaire on students' attitudes towards the task-based approach with authentic materials. The data were analyzed by paired sample t-test, mean, and standard deviation. The results revealed the following 1. The mean score of students' English proficiency tests after receiving instruction through the task-based approach with authentic materials was significantly higher than before, at the 0.05 level of significance. 2. The students' attitudes towards the task-based approach with authentic materials were highly positive.