The present study investigated the effects of reading strategies based on collaborative learning approach on students' reading comprehension and reading strategy use. The quasi-experimental research study was performed with two groups of students. While the control group was taught in the traditional way, the experimental group received reading strategies instruction based on collaborative learning approach. Tools for collecting data included pre- and post-reading tests, the questionnaire surveying students' reading strategy use, and three open-ended questions. Data obtained were analyzed by using the independent t-test and paired sample t-tests. Results revealed that after the intervention, the experimental group outperformed the control group in terms of reading score in significant ways. Significant differences also existed in pre-and post reading score and reading strategy use of students in the experimental group. The findings contribute to a better understanding of the approach and support the belief that reading strategy training in a collaborative learning environment should be conducted to enhance learners' reading performance.