This paper reports the effects of the question-answer relationship strategy (QARS) on English as a foreign language (EFL) high school students’ reading comprehension and their perceptions of implementing this reading strategy. An experimental study was conducted with 50 tenth-grade students in a district high school in Can Tho City. The data were collected from the pretest and posttest, questionnaire, and interviews. The findings show that the QARS had positive effects on students’ reading comprehension and that students had positive perceptions of implementing this reading strategy. The findings of this research add to the contemporary literature the value of using the QARS to promote student learning reading.