In Indonesia, many language teacher education programs are required to include authentic materials in teaching English as a foreign language. In addition, there is a growing emphasis on the practical application of language in foreign language education, which encourages educators to seek out resources that reflect real-world language encounters for students. This study proposes to explore the EFL pre-service teacher’s experiences in using authentic materials to improve student’s reading comprehension. The study was conducted using autobiographical narrative inquiry under the qualitative research methodology. I used my own experiences to tell the narrative stories as the primary source of the data. The process of learning towards reading comprehension is influenced by three factors: 1) the reader who is comprehending; 2) the text that is being comprehended; 3) the interaction between the reader and the text. The findings suggest that authentic materials can improve students’ reading comprehension through the interaction factor between the students and the authentic materials, which is identified as the main factor affecting students’ reading comprehension. However, the use of authentic materials also presents challenges, such as students encountering difficult words, and requiring intervention from the teacher. The implications of the study are using authentic materials helps EFL students understand what they read better.