Abstract: The aim of this study is to explore the relationship between reciprocal teaching (RTM) and self perceived reading skills of K12 students. This is a mixed method study; qualitative as well as quantitative data were collected and analyzed. For this purpose, experimental design and phenomenology approach were applied in this research. Through this, it was investigated that how much reciprocal teaching method of reading may impact in enhancing self perceptions of the teacher and college students and their reading skills at college level. In this way, experimental control group pre and post-test design adopted. Qualitative data were collected from the experiment group and teacher by introducing the tool developed by Melnick, etc., titled as Reader Self Perception Scale. Through random sampling technique (N = 72) K12 students of a public sector college were chosen. Results showed the very statistically significant variance between experiment and control groups.