This study aimed at examining the effect of the Cognitive Academic Language Learning Approach (CALLA) on developing Palestinian Students' Reading skills and their satisfaction towards English. The study adopted a mixed method quasi-experimental design, in which 59 participants from two intact classes from Birzeit University, Palestine were randomly assigned to an experimental or control group. To test hypotheses, five instruments were implemented on different intervals during the 14-week treatment utilizing descriptive and inferential statistics to analyze data quantitatively. Further, The Language Learning Strategies Questionnaire (LLSR) in reading, and interviews were analyzed qualitatively. Main findings revealed that the intervention had a considerable impact on developing students' overall reading skills. Results also showed that there is a positive correlation between the reading test and the reading component in the international standardized TOEFL ITP/level 2 test. Findings also suggest a strong association between students' reading performance, language development, and the three thinking levels of reading. Furthermore, substantial gains and statistical differences were revealed when analyzing the interpretive, and critical thinking levels of reading, thus insignificant differences appeared on the literal level of reading which reveals that the relationship between the three thinking levels of reading is non-linear in nature and it overlaps. Qualitatively, findings from the CALLA (LLSR) questionnaire reveal that the integration of the cognitive, metacognitive, and social-affective strategy awareness and strategy use are essential in developing self-regulation in reading. Furthermore, students from all levels affirmed their positive attitudes towards the reading program and its objectives.