An English as a Foreign Language (EFL) reading class was transformed by integrating goal setting with reading strategy instruction for one academic year. This intervention class was compared to a traditionally taught class to determine whether any differences in terms of motivation towards learning English and reading proficiency would be found. The goals set by the intervention class were analyzed to determine (1) whether they were met and (2) what actions were performed to reach those goals. In addition, it was further investigated whether adolescent Taiwanese students are willing to be taught English reading using an approach incorporating goal setting and reading strategy instruction. Results indicate that goal setting integrated reading strategy instruction seems to be more effective in increasing reading proficiency and learner motivation than the traditional approach as well as encouraging learner autonomy and self-efficacy. Analysis of the actions performed by the intervention group to meet goals revealed two sub-groups of learners: static action students and dynamic action students. Data analysis further indicated the actions performed by dynamic action students consisted of more diverse and concrete learning strategies whereas static action students performed mostly classroom-centered review. Pedagogical implications of the results and future research directions are discussed.