Street art is a very dynamic art form functioning as a mediator between people, communities and nations in modern society. Unlimited range of installations are created both locally and globally, making a significant impact on the world. For almost 50 years, street artists have been continuously using the street as an open canvas for passing on messages. This contemporary art form does not only reflect upon the current social, cultural and political issues, but also opens up ways for "community conversation, and helping citizens move toward mutual understanding and respect despite our differences" (Holmes, 2014, p. 36). Given the significance of this art form, which continually forms the world we live in, this thesis intends to explore possible ways of its application in language education. Thus, the focus of the research falls on the question of how street art can be used for improving language skills and competences in language teaching. The theoretical research of street art led to the assumption that the transformation of this authentic recourse into course material can be extensively beneficial for language learners. The hypothesis of the author is that the application of street art in the EFL classroom has a unique potential for triggering language production and development while engaging the students with a widespread cultural phenomenon that is easy to connect with. All the suggested applications were put into practice by facilitating street art based English classrooms. The empirical part of the study provided both qualitative and quantitative data for testing the advantages and disadvantages of street art usage, and shed light on further areas of research.