Nowadays, Malaysian ESL students struggle to read English texts, particularly narrative texts. Lacking in utilising and applying the suitable reading strategies are among factors that hinder reading comprehension. This study aimed to investigate the effectiveness of Question-Answer Relationship (QAR) strategy on ESL pupils' narrative reading and to find out their perceptions toward QAR strategy in narrative reading. This study employed a non-equivalent pre-test and post-test quasi-experimental design. A total of 72 pupils from a government primary Chinese vernacular school were chosen as participants for this study and data were collected using a multiple-choice reading test and a questionnaire. The findings indicated that QAR strategy to teach narrative reading significantly improved the pupils' narrative reading comprehension achievement. Therefore, the result of this study is expected to contribute something for the development of the process of English teaching and learning especially for the teaching of reading comprehension of narrative text. [For the full proceedings, see ED654100.]