Background: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy. Aim: The aim of this article is to determine the role of explicit teaching of reading comprehension strategies to an English as a second language (ESL) learner. Setting: This study was conducted at a dual-medium quintile 5 primary school in the Western Cape. Quintile 5 are affluent schools (fee-paying schools) which receive less funding from the government. This is a single case study with a Grade 4 ESL learner. The medium of instruction was English. Methods: This is a qualitative interpretive study in which the researcher used an observation and interview schedules to collect data. Pre- and post-tests were conducted before and after the intervention programme (IP). Results: It was evident from the findings that the explicit teaching of three reading comprehension strategies and one-on-one interactions and guidance from the teacher enabled the learner, who is in Grade 4, to acquire critical thinking skills. The learner’s literacy improved, which boosted her self-confidence. Conclusion: As the three reading comprehension strategies were constantly and explicitly taught throughout the IP, these collaborative, multitiered approaches began to develop the learner’s habit of thinking in a higher-order manner. She began to develop a mindset of critical thinking, even in her second language.