This study investigated the effects of Cooperative learning, which is one of the strategies of foreign language teaching, on students’ reading comprehension achievement. Firstly, two sections of grade 10 were selected by random sampling technique. Subsequently, the researcher administered a reading comprehension pre-test. Later, the selected sections were randomly assigned in 2 groups of the experimental and the controlled. The experimental group received instruction using Kagan cooperative learning methods while, the comparison group was taught by the conventional instruction technique which followed an individualistic or direct instructional approach. A posttest was administered soon after 9 weeks treatment by using similar text. Subsequently, an interview was employed to the experimental group so as to know their impression towards the undertaken interventional strategy. Eventually, the results were analyzed through an independent and paired t/test as well as thematically. The results revealed that Kagan Cooperative learning methods were more effective in improving EFL reading comprehension achievement whereas conventional instruction did not enhance reading comprehension significantly. Using the structural approach integrated with direct instruction and teachers’ input and modeling as central concepts of the approach could have a strong contribution on students’ performance in reading comprehension.