In order for students to learn how to construct meaning from text, teachers must apply instructional strategies that will help readers transition from simple decoding of words to fluent word identification. This article will provide an overview of the literature related to the role of fluency in reading; explain research-based recommendations for fostering fluency with struggling readers; discuss the use of repeated readings, in particular Readers Theatre, as an instructional strategy for developing fluency; and present the findings of a study in which a third-grade teacher applied Readers Theatre to improve the fluency levels of her struggling readers.