The present study explores the use of value-and-etiquette-based reading materials for enhancing language learners' reading comprehension and vocabulary acquisition. To achieve this, the study employed a "sequential explanatory mixed-methods design." Convenience sampling was used to select 73 B1 level language learners in two intact General English classes at Islamic Azad University, Urmia Branch in Iran as the participants of the study. Then, they were randomly assigned as an experimental group and a control group. Afterward, the researchers gave two pretests (reading and vocabulary), to both groups to discover their English level before the treatment sessions. The experimental group was provided with value-based and etiquette-awareness-raising instruction through reading comprehension texts with topics of values and etiquette as the main treatment of the study during a four-month period. Finally, the researchers administered the reading and vocabulary skills posttests to each group. The results revealed that the value-andetiquette-based reading materials did not significantly expedite the learners' reading skills and did not change their attitudes towards the development of this skill, even though they had a beneficial impact on the learners' vocabulary learning and prompted them to adopt positive attitudes towards this aspect of the target language. The research suggested that offering guiding principles on the value-and-etiquette-based approach to language teaching in foreign language settings would be beneficial for EFL teacher educators, syllabus designers, and teachers.