The present study aimed at exploring the effect of reciprocal reading strategies instruction on reading comprehension of EFL learners. Emotional intelligence, another variable of interest, was assessed to indicate whether it plays a role in learners' comprehension. In a pre- and post-test study, forty-two learners went through a reciprocal reading strategy instruction. High and low level readers' performances at two levels of emotional intelligence, high and low, were compared. Results of data analysis showed that (i) all learners outperformed in their post-test performances except low level readers in high emotional intelligent group, (ii) reciprocal instruction significantly improved learners' reading comprehension, and (iii) emotional intelligence did not reveal meaningful correlation with reciprocal strategy instruction as far as learners' reading comprehension was concerned.