This study explores the effectiveness of a word puzzle-based instructional strategy in enhancing English letter awareness among rural Tamil-medium undergraduates. Conducted at Rajah Serfoji Government College, Thanjavur, the experiment involved 12 first-year B.Sc. Physics students aged 17–18, of whom 10 completed the study. Participants were divided into an experimental group and a control group. Over five contact hours in the language lab, the experimental group received the “A Silver Lining” puzzle, visuals, and a bilingual glossary, while the control group received only the glossary. Results showed that the experimental group engaged actively, grasped the logic of English letter sequences, and completed the puzzle with ease. In contrast, the control group struggled to decode the clues and failed to complete the task. The findings affirm that playful, scaffold materials significantly improve vocabulary acquisition and letter recognition. The study advocates for multimodal, culturally relevant resources in rural English language teaching.