Think-Pair-Share, a cooperative discussion strategy developed by Frank Lyman and colleagues (1981), is often utilized in first language contexts but rarely in second language (L2) contexts. To investigate its usefulness in the L2 context, a traditional English as a Foreign Language (EFL) reading class was transformed by integrating think-pair-share with reading strategy instruction. An intervention class was compared to a traditionally taught class to determine whether any differences in terms of motivation towards learning English and reading strategy use would be found. In addition, it was further investigated whether adolescent students are accepting of a think-pair-share integrated reading strategy method of English instruction. Results indicate that think-pair-share integrated reading strategy instruction seems to be more effective in increasing motivation than the traditional approach. However, when examined in terms of motivation type, both the traditional and intervention groups showed a statistically significant increase in intrinsic motivation. Furthermore, statistical results indicate that the think-pair-share technique combined with reading strategy instruction did not change the participants' perceptions regarding their reading strategy use. Still, based on the responses from the closed- and open-ended questions, the students appeared to be very receptive to the think-pair-share technique. Based on the findings of this study, the think-pair-share technique combined with reading strategy instruction appears to be a plausible alternative for teaching English reading to adolescents in Taiwanese EFL classrooms. Pedagogical implications of the results and future research directions are discussed.