Effect of Collaborative Strategic Reading on Omani EFL Students' Reading Performance The present study investigated the effect of Collaborative Strategic Reading on Omani EFL students' reading performance. The study population consisted of grade seven students studying the English language course in Omani basic Education schools during the academic year 2009-2010. Two grade seven basic education classes of a total of thirty-four students from a male school in Sharqiyah South educational district represented the sample of the study. A class of seventeen students represented the experimental group, which was taught the reading texts using Collaborative Strategic Reading. The other class represented the control group,, which received traditional classroom instruction. A reading comprehension test was developed and used to explore the research question. The test was administered before the experiment to ensure the equivalence of the control and the experimental groups in reading performance. At the end of the course, the same test was administered to both groups as a post-test to measure students' reading performance following the completion of the course. The major results of the reading test revealed a statistically significant difference between the students' achievement of the experimental group and the students' achievement of the control group using t-test that favored the experimental group that was taught using Collaborative Strategic Reading, A number of recommendations for future use of Collaborative Strategic Reading are made and a set of suggestions for further research are proposed.