Discourse-based approaches to EFL reading have shifted the students' passive role to become 'text resistant'. This paper examines the extent to which Critical Discourse Analysis (CDA) enhances analytical reading practices in English as a Foreign Language (EFL) reading context among Preparatory Year students at Najran University. The paper operationalizes CDA levels of analysis (namely, text analysis, discourse analysis, and critical discourse analysis) in an EFL reading classroom. In this quasi-experimental design, a questionnaire and a test were used to collect data from a reading class before and after the interventional program. Prior to the treatment, the class was taught reading through traditional methods, whereas in the treatment stage, the class was conducted using CDA instruction. The data collected from both the questionnaire and the test were analyzed using the paired sample t-test. The results showed statistical significance in each analytical practice: text analysis (description), discourse analysis (interpretation), and critical discourse analysis (explanation). The correlation analysis of the pre- and post-tests and questionnaires showed a statistical significance in the critical discourse analysis (0.019). Further research on the role of CDA in fostering critical intercultural awareness in an EFL reading classroom is suggested.