This study investigated the effect of jigsaw cooperative learning technique on the seventh graders' reading comprehension in teaching EFL at Qalqilya city, Palestine. The study examined the effect of the teaching technique based on the following variables: gender, academic qualifications and years of experience for the English language teachers. To achieve the purpose of the study, the researcher developed one tool: a 12 item questionnaire. The researcher distributed the questionnaire randomly on a sample of 100 Palestinian English language teachers in 40 schools at Qalqilya city. A quantitative method was used to analyze the collected data. The collected data were analyzed and treated statistically using SPSS. The results of the study revealed that Palestinian seventh graders’ have positive attitudes towards using jigsaw cooperative learning technique as a tool of teaching EFL. Furthermore, the 7th graders were exposed to jigsaw-based cooperative learning in learning reading in their English class. Additionally, the results of the study recommended that teachers should avoid merely utilizing lecture method and the traditional way in teaching EFL for seventh graders, as that may lead for low participation and low understanding of the concepts. Schools teachers should concentrate on cooperative techniques or teaching methods like jigsaw technique, which will allow pupils to understand the concepts taught in class. In addition, the result suggested that further researches should be conducted on the effect of jigsaw cooperative learning technique on various English skills and other school subjects.