The present study investigated the impact of Cognitive Flexibility Theory (CFT) in promoting EFL academic reading comprehension and selective attention for EFL postgraduate students. The participants were fifty-eight (n=58) postgraduate students enrolled in an EFL pre-MA program in the Faculty of Specific Education in the academic year (2023-2024). Participants were divided equally and randomly into experimental (n=29) and control (n=29) groups. The study adopted a quasi-experimental design with two instruments prepared by the researcher. The instruments of the study included an academic reading comprehension test and a selective attention scale. Both instruments were pre- and post- administered to the study participants and pre-and post- the CFT-intervention. T-tests for independent and paired samples were calculated in addition to Black ʼs formula to measure the gain ratio of the overall intervention. The results demonstrated significant improvements in academic reading comprehension and selective attention for the experimental group compared to control group, highlighting CFT's effectiveness in promoting EFL academic reading comprehension and selective attention for postgraduate students.