Abstarct: Abstract Learners are often exposed to texts that reflect the target language culture. Although these texts familiarize learners with the target culture, at the same time, they pose a problem because learners do not have any background knowledge of the target culture. This study hypothesizes that texts which reflect learners’ first language culture has a significant positive effect on learners’ motivation and achievement. To this end, two language schools were randomly selected and from each school one class of thirty intermediate learners were selected and then randomly assigned to control and experimental conditions. To account for any pre-existing differences between the two groups, learners’ motivation and reading comprehension was pretested. The experimental group was then exposed to texts that reflect their first language culture while the control group were exposed to texts that reflect the target culture. After ten sessions of instruction, learners’ motivation and reading achievement was post-tested. Finally, t-test was run to determine whether the two groups were significantly different in their motivation and achievement. It showed that the value of the t-test was -2.42 and the value of the significance level of the test was 0.022, which was less than 0.05 (sig = 0.022 <0.05); the analysis revealed that learners in the experimental groups significantly outperformed learners in the control group both in motivation and reading achievement. The findings have clear implicates for materials development and reading instruction.