The present study aimed at enhancing EFL learners' critical reading of fictional text skills using critical literacy. The study used a quasi-experimental method. The study participants were a group of 30 students from grade 3 (an American Education system). The researcher employed the critical reading of fictional texts pre-post-test and reading of fictional texts rubric as research tools. Results revealed that that there is a statistically significant difference between the mean scores of the study participants in the pre and post-test in terms of critical reading of fictional texts as the main skill in favor of post-testing at the level of 0.01. Moreover, results showed that the students were able to challenge the texts and explore identities presented or marginalized in the text effectively. However, they showed limited ability in going beyond bias and creating whole new parallel texts.