ABSTRACT The current research aimed at investigating the effectiveness of Digital Storytelling (DTS) on developing critical reading skills and self-efficacy for university students. The participants were (80) divided into an experimental group (40) and a control group (40). A checklist of EFL critical reading skills , and self –efficacy scale were established and evaluated to determine the most significant and required EFL critical reading skills for university students.  A pre- and post-evaluation of EFL critical writing skills as well as a self- efficacy scale were created. Students were pre-tested to determine their EFL critical reading proficiency and efficacy beliefs. Then they were taught how to improve their critical reading skills through digital storytelling which favoured the experimental group. The quasi-experimental research design was used in the current research. The results showed that there were statistically significant differences between the mean scores of the experimental and control groups in their critical reading skills, and self- efficacy scale with the experimental group outperforming the control group.