The following Action Research Project Report is to improve the oral reading fluency of the 4th and 5th grade students with learning disabilities. The targeted population participating in this study consisted of a total of ten participants of which five were 4th grade students and five were 5th grade students located in a middle class community within in a suburb of a large metropolitan area. The problem of poor reading fluency was documented through a student survey, a one-minute timed reading, and a 4-point fluency rubric. Analysis of probable cause data revealed that students with learning disabilities frequently do not automatically acquire this skill. Therefore, direct instruction is necessary on how and why to read fluently. After a review of the solution strategies, the intervention implemented was Readers' Theatre which incorporates repeated reading in a natural format as the students practice their lines. Post intervention data suggest the repeated readings incorporated through Readers' Theatre had a positive affect on oral reading fluency. Students increased words read accurately per minute, the fluency rubric indicated students were reading more fluently, and their attitude towards reading had a positive affect according to a student survey. The teacher researcher highly recommends repeated reading by using Readers' Theatre to increase reading fluency. (Contains 5 tables, 24 figures, and 8 appendices.) [Master of Arts Action Research Project, Saint Xavier University.]