The present study investigates the relationship between the use of Project-based activities and intermediate EFL students' reading comprehension. The study addresses the questions of whether students' reading comprehension differs after implementing Project-based activities, and whether different projects lead to different degrees of reading comprehension. One hundred twenty intermediate female students from Kish English Institute of Rasht participated in this study. Using a standard test, participants were randomly assigned to two experimental groups, receiving English language instruction in a Project-based context, and one control group receiving instruction in a CLT approach. The first experimental group was asked to make four magazines during a period of four months, while, the second experimental group was supposed to make four wall newspapers during the same period. To compare the performances of the groups, two multiple-choice reading comprehension tests were administered to measure the effectiveness of project -based activities both at the beginning and at the end of the study. The numerical data obtained from the samples was analyzed using the one way ANOVA. The result indicated that at a = 0.05, there is a significant positive relationship between the use of Project-based activities and reading comprehension ability. The study also indicated that there is no significant difference between the reading comprehension ability of the two experimental groups. These findings provide evidence to support further implementation of PBL activities in English learning classes irrespective of the nature of the PBL activity.