This study was conducted to determine the effect of reflective reading strategy training through Google classroom, on EFL student teachers' analytic writing and reading self-regulation. 40 EFL student teachers at the Faculty of Education, Fayoum University, participated in the study. They were randomly assigned into two groups, one treatment group (20 students) and one control group (20 students). The treatment group was exposed to the reflective reading strategy training introduced through Google classroom, while the control group was taught the regular reading course using traditional methods. The training program lasted for eight weeks, during this period the treatment group studied a group of reflective reading strategies and tasks introduced through Google classroom tools. Data were collected through an analytic writing test and a reading self-regulation scale. Scores obtained from the pre and post administration of the study tools were statistically analyzed using SPSS program (version 21). The statistical difference between the treatment and non-treatment groups was calculated using the independent samples t-test. The results of the study showed that the treatment group outperformed the control group in the post administration of the analytic writing test and the reading self-regulation scale. This proved the effectiveness of the reflective reading strategy training through Google classroom in developing the study sample's performance in the targeted skills. In light of the study results, some recommendations and suggestions for further research were given.