Reading Comprehension is one of the key skills that supports the child's overall learning progress. Belize is a developing country striving towards the development of its educational system. The primary purpose of this research study was to determine the effects of reciprocal teaching with multilingual students in Belizean elementary schools. A quasi-experimental pre-post study design was implemented to hypothesize the effect of Reciprocal Teaching in reading comprehension in reading test scores of Standard 3 and Standard 4 Multilingual students after a 10-week intervention. The data was collected using IBM SPSS Statistical Software version 2023. Both descriptive and inferential statistics were computed. Results from the Analysis of Covariance (ANCOVA) was used to answer research 1 and 2 to observe if there was a significant mean difference in multilingual students reading posttest scores between those who received reading instruction through Reciprocal Teaching versus those who did not, controlling for the pretest scores and if there was a significant mean difference in students reading achievement posttest scores between boys' and girls' who engaged in Reciprocal Teaching strategies after controlling for the pretest scores. The research study concluded that Reciprocal Teaching reading intervention had a significant positive effect on students' reading achievement. Recommendations for policy, practice, and future research are suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]