The present study investigated the effect of the Question-Answer Relationships (QARs) Strategy on the reading comprehension of Omani female EFL grade ten students. To answer the research questions of the study, the study adopted a quasi-experimental design. The sample of the study consisted of 60 female students from one Basic Education School in Al-Dhahirah Governorate, drawn from the whole population of Grade 10 students who were registered in the academic year 2015-2016 in the Governorate. Two classes were randomly selected. One of the classes functioned as the experimental group (30), while the other class served as the control group (30). The QARs strategy was used in teaching the experimental group in reading classes, whereas the conventional method of teaching reading was used with the control group. Instruments for data collection for this study constituted a reading comprehension test (pretest/posttest), QARs manual and an attitude questionnaire. The test was used to measure students‟ level in reading before and after the treatment to determine their level of improvement after QARs intervention which lasted for ten weeks. An attitude questionnaire was used to measure the attitude of the experimental group students towards using QARs strategy in reading classes. The QARs manual was developed to help the teacher of the experimental group to conduct the experiment. The results of the study can be summed up as follows:  There is a statistically significant difference between the learners‟ achievement in the experimental and control group in favor of the experimental group who used QARs strategy in reading classes.  The experimental group learners held a positive attitude towards the QARs strategy in reading classes. In light of research findings, implications and recommendations for further research were outlined.