Roberta, an inclusive kindergarten teacher, and Rajan, an intermediate self-contained classroom teacher, were having a similar conversation with the reading coach who serves their schools. "One research-based strategy for engaging your students in meaningful rereading of texts is readers' theater," said the literacy coach. "Not only do the students enjoy doing readers' theater, but research suggests it can have a significant impact on their fluency rate, word recognition ability, and comprehension." These teachers working with students with learning disabilities in kindergarten through fifth grade face multiple challenges in their classrooms. All of these teachers decided to implement readers' theater as a means for improving their students' reading ability as well as to impact attitudes about reading. This article describes readers' theater and discusses the implementation of such strategy in three elementary schools in a rural southeastern school district. (Contains 2 tables and 1 figure.)