This study used the Revised Bloom's Taxonomy (Anderson & Krathwohl, 2001) as the analytical framework to examine the reading comprehension questions in the English textbook Pathway to English 2 for SMA/MA Grade XI published by Erlangga. The aim of this study is to determine how Higher-Order Thinking Skills (HOTS) and Lower-Order Thinking Skills (LOTS) questions are distributed throughout the textbook and to analyze how students' higher-order cognitive skills are developed by the existing HOTS questions. This study examined 151 reading comprehension questions from six textbook units using a qualitative content analysis design. The findings show that HOTS questions (C4–C6) make up just 48 questions (31.79%) of the textbook, but LOTS questions (C1–C3) account for 103 questions (68.21%). Understanding (C2) is the most frequent level within the LOTS category, whilst Applying (C3) is almost nonexistent. The most common HOTS question is Analyzing (C4), followed by Evaluating (C5) and Creating (C6). The HOTS questions are cognitively significant and actively involve students in complex, higher-order thinking tasks, despite their small proportion. This study concludes that Pathway to English 2 for SMA/MA Grade XI does not adequately provide a cognitively balanced set of reading comprehension questions to fully support the development of higher-order thinking skills in senior high school students. These findings suggest that when it comes to integrating HOTS into English language teaching materials, educators, textbook authors, and curriculum developers should be more thoughtful.