This study aimed to develop EFL creative reading skills of preparatory school students through a reciprocal teaching-based strategy. To accomplish this purpose, the present study followed the quasi-experimental design that followed the pre/post-test. Accordingly, the researcher used two groups: experimental and control groups, and characteristically managed a pre-and a post-creative reading test to measure participants' creative reading skills before and after the experiment. For conducting the current treatment, forty of EFL second-year students from Al Wady Al Sharky Formal Preparatory School, Abu Hammad Educational Directorate, Sharkia Governorate, Egypt, were intentionally allocated into two groups, twenty students for the experimental group and twenty students for the control group. The participants were pretested at the beginning of the experiment using the creative reading test designed by the researcher during the experiment. The experimental group was taught using the reciprocal teaching-based strategy while the control group was taught using the regular way of teaching. At the end of the study, the two groups were post-tested. The dependent samples t-test yielded a significant difference in the experimental group participants' mean scores between the pre-and post-tests on creative reading skills in favor of the post-test. It was concluded that the reciprocal teaching-based strategy enhanced the participants' creative reading skills.