This book tested whether or not teacher''s mediation could bring a change in students'' conceptions and approaches to reading, and develop their reading ability by employing Feuerstein''s mediation theory. The Mediated Learning Experience differs from the direct exposure to stimuli; that is, the behaviorist'' and the cognitivists'' views. The underlying philosophy used in the book was social interactionism. The book, thus, focused on teacher and student interaction, as mediator and mediate, for the purposes stated above.To achieve the purposes of the study, a case study was employed. Quantitative and qualitative methods were utilized as instruments.The findings indicated that the students had quantitative conception and surface approaches to reading, which were changed because of teacher mediation. Based on the findings, it was concluded that teacher mediation could help students develop qualitative conceptions and deeper approaches to reading, and improve their reading capacity. Based on the conclusion, recommendations were forwarded.