Reading comprehension is regarded as one of the most significant language skills that learners need to obtain in order to build their vocabulary. This study was an attempt to investigate the effect of team teaching model on EFL learners’ reading comprehension. For this purpose, 64 male junior high school EFL learners were chosen from a total number of 90 through their performance on a piloted Key English Test (KET). Based on the results, the students were randomly assigned to one control and one experimental group with 32 participants in each. Prior to the treatment, students took part in a piloted teacher- made reading comprehension test as pre-test. Both groups underwent the same amount of teaching during 12 sessions of treatment. The only difference was that the experimental group received the treatment in the form of getting instruction on co-teaching model while the control group received the routine instruction. At the end of the treatment, a piloted teacher- made reading comprehension test was administered to both groups and an independent samples t-test was used to test the null hypothesis raised in the study. The results showed that team teaching model has a positive significant effect on junior high school students’ reading comprehension.