This descriptive study aims to investigate how EFL teachers evaluate reading lessons in the piloted Tieng Anh 12 and how they make adaptations in their teaching practices. The current study was conducted with the participation of 62 teachers in different high schools in the Mekong Delta, Vietnam. Quantitative and qualitative data were collected via questionnaire and semi-structured interviews. There are some main following findings. First, EFL teachers highly appreciated the reading lessons in the piloted Tieng Anh 12 in relation to goals, topics, authenticity, skills, tasks and vocabulary. Second, the participants revealed there were some weaknesses in reading lessons needed to be considered. Thirdly, EFL teachers shared their adaptations for weaknesses of the reading lessons by using some adaptation techniques such as deleting, modifying, replacing and simplifying.