The study investigated the effect of two cooperative learning strategies (the student teams-achievement divisions and think–pair–share methods) on students’ interest in reading comprehension. Seventy-eight senior secondary II students were randomly selected from three schools in Vandeikya Local Government Area, Benue State, Nigeria. A pretest–posttest quasi-experimental design was adopted. The Interest in Reading Inventory (R = 0.09) was the instrument used. Two hypotheses were tested at .05 levels of significance. Three intact classes were randomly assigned as Experimental Group 1, Experimental Group 2, and the control group. The data collected were analyzed using mean and standard deviation, and analysis of covariance was used to test the hypothesis. The results showed significant main effect of treatment on students’ interest in reading comprehension, F(1,51) = 3.743, p < .05. Students exposed to Student Teams-Achievement Divisions program performed better than those in the control group. Furthermore, Think–Pair–Share has significant effect on students’ interest in reading comprehension, F(1,51) = 18.018, p < .05). Thus, cooperative learning has shown to be effective in improving students’ interest in reading comprehension.