This study aimed at investigating the effectiveness of implementing Reciprocal Teaching in developing reading comprehension from an entrepreneurial perspective of a group of 60 secondary stage students from one of Cairo language schools. The quasi-experimental design called the non-equivalent group design was employed in the present study where two intact classes were randomly selected to represent both groups. The experimental group receivedtraining through the proposed Reciprocal Teaching program for developing reading comprehension, while the control group received regular instruction. A pre/post reading comprehension test was given to the two groups before and after the treatment. The results revealed that the experimental group outperformed the control group in the reading comprehension sub-skills. This proved that Reciprocal Teaching developed participants' reading comprehension