In the last three decades, tasks have played substantial and prominent role in language teaching and learning. One of the important type of tasks is information gap task. The current study aimed to investigate the impacts of using information gap tasks on developing reading skill and their effects on motivation. To this aim, 56 learners were selected by the researcher randomly. Two groups were determined: the experimental group and the control group. The treatments of this study were information gap tasks. The study was collected data from multiple sources through: a) OPT test, b) motivation questionnaire, and c) information-gap tasks, and d) pre-test and post-test. For analyzing the data the Wilcoxon-Signed Rank Test was run for the pretest-posttest comparison of the reading based on information gap tasks in the experimental group. The Independent Samples T-Test was run for the posttest comparison of the motivation between the control and the experimental groups. The results of the study revealed that that information gap task did not have any statistically significant effect onreading comprehension and motivation ofIranian intermediate EFL learners.