Higher-order thinking skills (HOTS) have become a vital issue in education, as it is now considered necessary to be implemented in the pedagogical process. Incorporating HOTS in textbooks can be one of the solutions for introducing HOTS to students. This research analyzed the comprehension questions of reading texts in the EFL textbook for 7th grade in qualitative research design through content analysis based on cognitive domains in the revised Bloom’s Taxonomy (Anderson & Krathwohl: 2001). This study set out to determine to what extent HOTS are incorporated in reading comprehension questions and describe how HOTS are incorporated in the reading comprehension questions. Various research findings revealed: (1) 80,4% of the reading comprehension questions classified as lower-order thinking skills (LOTS), mainly level 1 (remember) and level 2 (understanding), whereas 19,6% of the questions classified as higher-level thinking skills, primarily the level 4 (analyze) and level 5 (evaluate). (2) The HOTS questions required students to provide logical reasoning, determine the similarity between two items, and provide personal opinions.