This research explores private high school teachers’ perceptions of reading instructions and assessment methods used in private high schools, in Al Ain city, in the UAE. The main objective of this study is to investigate reading instructional strategies, reading assessment strategies, the difficulties teachers face while teaching reading and the difficulties high-school students face during reading classes. This study used a mixed-method design to answer the research questions. Quantitative data were collected by using a questionnaire as a first stage (N=73), and qualitative data were later collected through interviews (N=7). The attained results shed light on the current situation of reading in private high schools. They show that high-school teachers use various reading strategies to teach reading. In addition, they use formative and summative assessment strategies of reading to revisit concepts, modify plans and curricula, collect data, identify students’ levels and differentiate instruction. As ESL learners, the lack of reading motivation and habit, the weakness of vocabulary and language structure and the limited critical thinking skills are highlighted. The importance of this study is undeniable, for the findings of this research enrich the literature of research on ESL reading. They also add benefits to reading instructions and assessment strategies in the UAE. Furthermore, teachers, heads of departments, curriculum designers, schools, academic organizations, decision-makers and researchers can build on the findings to gain more benefits for ESL learners. A very important aspect that should be emphasized in teaching reading to high-school students is guiding students on how to independently choose and effectively use reading strategies to comprehend different reading texts. Building reading habits will better help students to improve reading skills, and consequently, improve all other English relative aspects
