The objectives of this research were: (1) to describe how the implementation of Canva media improves students’ reading comprehension during the teaching and learning process at a senior high school in Indonesia, and (2) to analyze students' perceptions regarding the use of Canva media in reading learning activities during the implementation of the action. This study employed Classroom Action Research (CAR) with a qualitative approach. The participants were 36 tenth-grade students, while six students representing high, middle, and low achievement levels were selected for interviews. The research was conducted in two cycles consisting of planning, acting, observing, and reflecting. Data were collected through reading comprehension tests, interviews, classroom observations, and documentation. Qualitative data were analyzed using the interactive model of Miles, Huberman, and Saldana, while quantitative data were analyzed using descriptive statistics. The findings showed that the implementation of Canva media improved students’ reading comprehension, as indicated by the increase in the mean score from 71.81 in the pre-test to 78.68 in Cycle 1 and 82.43 in Cycle 2. The percentage of students achieving the Minimum Mastery Criterion also increased from 50% to 83.33%. The findings also showed that students had positive perceptions of Canva in terms of absorption, understanding, and evaluation, as it promoted engagement, collaboration, and active participation during reading activities. The study implies that Canva can serve as an effective digital learning medium to support meaningful and student-centered reading instruction in EFL classrooms.