[[abstract]]To improve the effectiveness of EFL reading, supplementing texts with visuals has been means to boost comprehension. This study aims to investigate the effects of using a single picture cue in English reading passages on the reading recall and text-perceptions of EFL junior high school reading in Taiwan. The participants of this study were forty two eighth graders from two classes in a public junior high school in northern Taiwan. They were assigned to four sub-groups to counterbalance the sequence of text topics and the sequence of texts with or without picture cues. Each of the participants read two texts, one with a picture cue and the other one without a picture cue. In this research, written recall for the texts was used to measure the students’ reading comprehension. After reading each text, the students filled out a text-perception questionnaire to understand their text perceptions. Then eight selected students were interviewed to understand the students’ feelings towards using a single picture cue in English reading passages. ANOVA analysis was applied to compare group differences on recall and text-perceptions. The major findings of the present study are as follows. First, using a single picture cue improved the students’ recall for the text. Second, using a single picture cue enhanced students’ perceptions of amusement and clarity of the text, and decreased the perception of difficulty level of the text as well. However, the students’ perception of memorability for the text was not significantly improved in the present study. Third, the effects of picture cues on recall and text-perceptions were not varied due to students’ English proficiency levels. Both higher and lower level students could benefit from the use of picture cues in reading. Overall, most of the students in this research held positive attitude towards using a single picture cue in each English reading passage. This study indicates that using a single picture cue in reading passages enhances EFL Taiwanese eighth graders’ reading recall and text-perceptions. With the findings of this research, pedagogical implications for English reading material selection and exercises were provided. Suggestions for future research were also drawn.