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This research is aimed at investigating the effectiveness of the Reciprocal Teaching Method in teaching reading comprehension and the interaction between the Reciprocal Teaching Method and students learning styles. This research is quasi-factorial design with posttest-only design. The population in this research is 334 second semester students of English Education Study Program. The students reading comprehension achievement is obtained from a reading comprehension test while students learning style is identified using learning style questionnaires. The result of this research is in contrast with the result of other research which revealed the effectiveness of the Reciprocal Teaching Method. This is possibly caused by the slight visual different mean between the experimental group and the control group, the identical method implemented in control group, the dominant visual learners, and the stages in the procedure of the treatment. Further, the result of this research revealed that there is no interaction between the Reciprocal Teaching Method and the students with different learning styles.