Although there has been interest in incorporating readers theater into reading fluency instruction, relatively little is known about whether the benefits of the instruction are transferrable to unpracticed materials. This study assessed the transfer effects of readers-theater instruction on promoting oral reading fluency in young EFL learners. Three fifth-grade classes were randomly assigned to one of three 18- week reading fluency instructions, i.e., readers theater, repeated reading, and listening-only. Transfer of oral reading fluency was measured by group differences in reading accuracy, automaticity, and prosody of unpracticed passages in one pre- and two post-training fluency tests. Results revealed that differences in reading accuracy and automaticity of unpracticed passages between the readers theater and the two control groups increased from the pretest to the posttests favoring the readers theater group. Additional analyses on low-achieving learners revealed that differences in reading accuracy and prosody of unpracticed passages increased across tests, again, favoring the readers theater subgroup over the two control subgroups. These findings suggest that the benefits of including readers-theater instruction for young EFL learners are transferrable to reading fluency of unpracticed passages, though the transfer benefits may differ for learners of different proficiency levels.