Higher-Order Thinking Skills (HOTS) are essential in the language classroom, but both teachers and students often face challenges in applying these skills. This study analyzed the implementation of the Question-Answer Relationship (QAR) strategy for promoting HOTS along with its benefits and challenges in EFL secondary students. A qualitative case study was employed as a research design involving one EFL teacher and one tenth-grade language class selected through convenience sampling at MA Salafiyah As-Syafi'iyah Simorejo. Data were collected through systematic classroom observations and semi-structured interviews with validity ensured through member checking and triangulation. Data was then analyzed through procedures of data condensation, data display, and conclusion drawing. The findings showed that the teacher implemented the QAR strategy through six steps, namely explicit explanation, modeling, guided practice, coaching, independent application, and self-assessment. This structured approach benefited the teacher by providing a clear framework to guide students in developing analytical and creative thinking. However, the main challenge lay in students’ vocabulary limitations, which hindered their ability to express ideas in English and required additional scaffolding from the teacher. The study concluded that the QAR strategy is effective in promoting HOTS but requires further linguistic support to address the challenges faced in EFL contexts.