The present study examines the effect of the cooperative Jigsaw II method on improving literal and higher order reading comprehension in English as a foreign language (EFL). Forty-eight ( n = 48) students of EFL participated in the study and a pretest-posttest control group experimental design was employed. The results indicated no statistically significant differences between the control and experimental group on the dependent variables of overall reading comprehension and literal comprehension. However, the results revealed a statistically significant difference in favor of the experimental group on the variable of higher order comprehension. Pedagogical implications are discussed and recommendations for further research are suggested.