The purpose of the present research is investigating the effects of reciprocal teaching in comprehending expository texts. The research was designed with mixed method. The quantitative dimension of the present research was designed in accordance with pre-test-post-test control group experiment model. The quantitative dimension of the present research was designed in accordance with descriptive case study. The work group of the present research consists of 54 students of a primary school in the Konya province in 2014-2015. Reading Comprehension Evaluation Scale was developed by the researcher and implemented as pre-test and post-test on the work-group. Teacher/students interview forms were used for collecting qualitative data. At the end of 11-week teaching process, expository text comprehension skills of experiment group students, on who reciprocal teaching strategy was implemented, developed more than control group students, on who teaching process projected in the curriculum was implemented, at a statistically significant level.