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This book reports on a responsive action research case study undertaken to teach student teachers critical reading lessons. On one hand, I undertook this course of study to gain a basic knowledge about critical reading as well as to form a knowledge base that would en able me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed its result and established the students' ability to read a text critically. After I had established the students' strengths, weaknesses, and the requirements to move students from their existing critical reading competency to a new one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher's diary; students' reflections and non-participant observer comments formed the data of the study. The data were analyzed under the framework of "what went well", "what did not go well" and "what needs to be improved if the lessons were to be repeated".