This study examines the adoption of Collaborative Strategic Reading (CSR) in an Indonesian secondary EFL classroom and students' assessments of its impact on reading comprehension. The study was carried out in a Senior High School in Klaten, Central Java and it involved 28 of twelfth-graders and one English teacher in the school. A qualitative case study was conducted using classroom observations, questionnaires, and unstructured interviews. The collected data were analyzed interactively. The teacher completed Preview, Click and Clunk, Get the Gist, and Wrap Up. Students used collaborative prediction to activate prior knowledge during Preview. The Click & Clunk stage teacher used an AI-based vocabulary software to help students understand foreign terms. Rereading and discussion helped identify important themes in the Get the Gist stage, while student-generated questions and summaries in the Wrap Up stage promoted reflection. Students liked all CSR phases and said they improved reading comprehension. The study also found implementation issues include uneven student participation, vocabulary issues, technology preparation, time management, and engagement. CSR improved collaborative learning, comprehension monitoring, vocabulary development, and critical thinking despite these limitations. With scaffolding and classroom management, CSR may be an effective reading instruction framework in Indonesian EFL classes.