Holistic education is a recent trend in educational reforms to avoid exclusively cognitive emphases in learning. Literature reviews expose the mechanical and cognitively exclusive problem of our mainstream education. The purpose of this study is to explore effective and suitable teaching approaches of holistic education in an EFL reading class to foster global I views by holistic learning, involving learners' affective, social and cultural aspects of development. The study is a two-stage action research: using the holistic education approaches in holistic education course and implementing effective ones in the EFL reading course in the second stage. Three research methods used for data collection included: I semi-structured surveys, year-end reflection and focus groups. The result revealed that with "holistic learning", Taiwanese students learned to critically participate in discussions with affective, social and cultural support.