This study explored the effect of repeated reading habits and Reader's Theatre (RT) on the reading motivation of Omani 9th grade male, students. Repeated reading is a versatile teaching methodology that can be used with learners from different levels. RT is based on role-playing and requires active participation of learners in enacting a storyline in front of an audience. The research aimed to discover if RT had any effect on Omani learners' motivation to read. This effect was evaluated through a quasi-experimental research design. The study was conducted with two cohorts of 31 students in a public school in Muscat Province. The cohorts were assigned to an experimental group and a control group. The control group was exposed to repeated reading, whereas the experimental group participated in RT. The experimental group and the control group were given excerpts taken from the story of Frankenstein over a period of six weeks. For this study, data was collected with an adapted version of A'Riyami's (2012) questionnaire on reading motivation, observations and with semi-structured interviews. Data from the questionnaire were analyzed using Mann-Whitney U Test. Data from the interviews were analyzed using a qualitative thematic coding approach. Results revealed that there was no statistically significant difference between the two groups. Findings also showed that the students had a positive attitude towards RT as it helps them to improve their reading.