This aim of this study is on the learners' reading skills under the implementation of interactive scaffolding collaborative learning approach (ISCLA). This study provides ample evidence on how pedagogical innovation may serve as a steppingstone to ameliorate students' poor reading comprehension, attitude, and engagement. The goal of this action research is to investigate or assess the efficacy of an interactive scaffolding collaborative learning approach (ISCLA) in improving learners' reading comprehension, attitude, and engagement. The researchers used the pre-test and post-test, as well as the likert scale, in data collection procedures, which resulted in satisfactory results after the implementation, in which twenty (20) students were assessed under the supervision of the chosen master teachers, as well as the use of lesson exemplar approved by the faculty of teachers.