Improving students’ reading fluency is a major challenge heard throughout many classrooms, and identified by the National Reading Panel. Several research studies indicate that one way to improve fluency is through reader’s theater. Those studies also point out that the positive impact from reader’s theater goes beyond fluency to also boost readers’ confidence, motivation, and comprehension. This thesis was designed to examine the effects of reader’s theater on sixth grade students’ fluency, comprehension, and reading attitude. It was also designed to measure the interrelatedness of all of those aspects. The findings indicated statistical significant differences between the fluency pre and post test scores. Statistically, significant differences did not emerge from comprehension, self-concept, and value of reading pre and post test scores; however, qualitatively gains were seen in the area of self-concept and value of reading.