Kenya has witnessed a technological and digital transformation whose impact has been felt in all sectors of society. In education, this technological revolution has been harnessed to transform teaching and learning especially in basic and secondary education. The adoption and use of Open Education Resources (OERs) in Kenyan secondary schools to play transformative role in terms of content delivery, learning activities and teacher/learner exposure represents an important aspect of the digital and technological transformation in Kenya’s education system. This paper reports the findings of a pilot study conducted in selected Kenyan secondary schools with a view to determining whether the use of Open Resources for English Language Teaching (ORELT) would have a positive impact on student performance in English language examinations. Teachers of English from the four secondary schools (N=22) were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that the adoption of ORELT materials contributed in an improvement in the performance of students in various English language skills and in the overall performance. It however points to a need to refocus on the skills that in many cases registered a drop in performance such as cloze test and oral literature.