This study aimed at investigating the effectiveness of implementing Green economy issues in developing preparatory students’ reading comprehension based on a CLIL approach of a group of 60 preparatory stage students from one of Cairo language schools. The quasi-experimental design called the non-equivalent group design was employed in the present study where two intact classes were randomly selected to represent both groups. The experimental group received training through the proposed Green economy issues unit based on a CLIL approach for developing reading comprehension, while the control group received regular instruction. A pre/post reading comprehension test was given to the two groups before and after the treatment. The results revealed that the experimental group outperformed the control group in the reading comprehension skills. This proved that Green economy issues based on a CLIL approach developed participants' reading comprehension.
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