This sequential explanatory analysis reports on the observed differences in growth on decoding, word knowledge, and reading comprehension between second grade males and females after participating in a readers theater treatment or business as usual instruction. The quantitative results revealed that males made greater gains than females in the treatment groups and females outperformed the males in the comparison group. A follow up survey of an unrelated sample of second and third grade males was conducted to further understand why males may have demonstrated more improvement when involved in readers theater. Several themes emerged indicating males liked the collaborative aspect of dramatic performance and believed it is a fun and nontraditional classroom activity. Readers theater also helped their ability to sustain, strengthen, and develop their reader identities through comedy.