Authentic materials have been widely employed in college-based English for Academic Purposes (EAP) reading courses, especially in English as a Foreign Language (EFL) contexts. Although many Taiwanese colleges have integrated English newspapers into EAP reading courses, little research has examined how these courses support and challenge EFL students' learning. In addition, integrating English newspapers into college-based EAP reading courses in Taiwan is not without its critics, who claim that EFL students face challenges with English newspapers that contain difficult and complex language and culture-specific information. To support EFL students' learning from authentic materials, intertextuality has been recently advocated as an instructional approach. This qualitative case study investigated how intertextuality-aware instruction of English newspapers was implemented in a Taiwanese college-based EAP reading classroom of 47 Year 3 and 4 English majors, and how they used intertextuality in group discussions of English newspapers. Results obtained from interviews and classroom observations indicated that the students' intertextual connections helped them to cultivate global perspectives and critical thinking. Some of the students brought critical thinking skills to global issues, and demonstrated a greater engagement with the content of authentic materials, which could be expected to serve them well in college-level reading and beyond. In contrast, other students expressed indifference toward global issues; their personal opinions appeared to prevent them from engaging more deeply and thinking more critically. Implications for integrating authentic materials into Taiwanese college-based EAP reading courses are discussed.