This study is an endeavor to study the effect of using the generative learning model to develop reading comprehension skills of literary texts and reducing mind wandering among second year English majors. Sixty-nine from second-year English majors  enrolled in the English language section (primary education) at the Faculty of Education, Benha University were randomly distributed into two groups: an experimental group [N=33] and a control group [N=36]. Instruments of the study included an EFL reading comprehension skills of literary texts test and mind-wandering scale. The participants were administered to a reading comprehension skills of literary texts test and mind wandering scale both before and after the treatment. For 16 sessions, participants in the experimental group were accomplished a program based on using the generative learning model for developing their EFL reading comprehension skills of literary skills and reducing their mind wandering while those in the control group received their regular instruction. Results of the study showed that the experimental group students outperformed the control group peers; they showed high levels of reading comprehension as well as low level of mind wandering compared to their control peers. Consequently, it could be concluded that the use of generative learning model has a significant effect on second -year English majors, Faculty of Education. It was recommended to use the generative learning model in reading comprehension instruction and for reducing mind wandering.