There have been remarkable improvements and modifications in TESOL methodology with the advent of post-method era; however, such changes are rarely implemented in fields like ESP. Therefore, a majority of learners and teachers are not satisfied with currently offered EAP courses. Hence, the present study aims at exploring the effect of a Learner-Centered Instruction on undergraduate students' reading attitude in an EAP context. Based on a pedagogical framework driven from Hutchinson and Waters’ Learning-Centered ESP approach, it was assumed that such an approach would be effective in changing students’ attitudes towards EAP reading through encouraging the use of effective strategies and learning skills. The participants aged 18 to 22, included 80 engineering students who were divided into an experimental group and a control group. Following a pretest, treatment and a posttest, the obtained data was analyzed using t-test to examine the effect of the independent variable, namely, method of instruction. The findings revealed that learning-centered EAP instruction improves reading attitude of EAP students. In addition, the findings provide implications for all EAP practitioners in general and Asian EAP practitioners in particular.