this thesis attempts to measure learning styles, self efficacy and intrinsic motivation as predictors of iranian ielts reading comprehension. in order to address this issue, a quantitative study was conducted on some randomly selected intact students at ferdowsi university. these two groups were assigned as they were undergraduate (ba=91) and graduate (ma =74) students; they were all aged between 22 and 30. it was particularly hypothesized that the students taught according to the ielts would score higher in the post-test than in the pre-test and that there would be statistically significant differences at the level of .05 between the post-test mean scores of the experimental group and the control group. examining the variables of research- learning styles, self efficacy and intrinsic motivation as predictors of iranian ielts reading comprehension were used with the experimental group while the control group was exposed to traditional, non-communicative, instruction using structurally based methods, such as the audio-lingual method. a pre-test was administered to both groups at the beginning of the experiment to ensure that they had the same language background. at the end of the experiment, a post-test was assigned to both groups to determine whether the indicators had positively affected the students reading comprehension. the experiment lasted approximately seven weeks of the first semester of 2014.