This study aimed to explore how Kahoot! is implemented in the EFL classroom to enhance students’ reading comprehension of recount texts, and how students perceive its use as a game-based learning platform. This research used a descriptive qualitative method, focusing on the experiences of junior high school students during English learning activities involving Kahoot!. The participants included 15 eighth-grade students from SMP Islam Al Azhar 29 BSB City, Semarang, in the 2024/2025 academic year. Data were collected through classroom observations, semi-structured interviews with students, and triangulation interviews with one English teacher to ensure the credibility and validity of the findings. The data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that the implementation of Kahoot! made the reading class more interactive, fun, and effective, especially in helping students identify the structure of recount texts. Most students perceived Kahoot! as easy to use and helpful in improving their focus, motivation, and reading confidence. According to the Technology Acceptance Model (TAM), these results reflect high levels of both Perceived Usefulness and Perceived Ease of Use, which supported the students’ acceptance of Kahoot! in the classroom. However, some challenges such as time constraints and internet connectivity were also noted. Overall, Kahoot! was seen as a beneficial game-based learning tool that supports reading comprehension in EFL classrooms by combining engaging digital features with active learning strategies.