This study aimed to investigate what teachers thought about integrating the teaching of HOTS in their ESL Reading lessons and the pedagogical strategies they used. It also intended to find out if their beliefs, assumptions and knowledge of HOTS influenced their pedagogical practices. The research used qualitative data gathering methods, namely interviews and classroom observations. 3 teachers were chosen as participants via purposeful sampling. 5 classroom observations were done for each participant. They were also interviewed before the first classroom observation and after the last classroom observation. The findings revealed that teachers pedagogical practices were influenced by their beliefs, assumptions and knowledge of HOTS. Hence, the degree of integrating HOTS via their lessons varied from one teacher to another. It was also found that teachers were confident of their content knowledge of HOTS. However, they were not sure of how to integrate it in the lessons. Theref.....

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