For decades, Task-Based Language Teaching (TBLT) has been applied in English reading for junior high school students. TBLT is distinctive from traditional teaching method, brings numerous design challenges for teachers. Research has shown that TBLT significantly improves students' motivation and agency in English reading learning. However, TBLT has been insufficiently studied in the field of English reading for junior high school students. The purpose of this qualitative case study is to explore the effects of TBLT on students' attitudes toward English reading, such as their reading motivation and reading confidence. The duration of the research lasts for approximately four months. The two-round semi-structured interviews are conducted with five English teachers and 30 students of different English proficiency in Grade 7 from the same school, each every two months. The data are recorded and analyzed carefully by the researcher. The results indicate that participants' attitudes towards English reading have been improved considerably after the implementation of TBLT compared with their conventional pedagogy.