Children with profound hearing loss often do not have the same prelinguistic opportunities for social and communication interaction as peers with typical hearing and benefit from structured opportunities to learn these skills. This study examined the effect of two interventions to improve the communicative and social skills of four preschoolers with hearing loss in two learning environments: a preschool for children who are deaf (oral approach) and an inclusive regular preschool. A social story with a verbal prompt was provided before play (Intervention 1), and a social story with a teacher prompt and verbal prompting and reinforcement during play were provided (Intervention 2). A single-subject design revealed that in the inclusive settings, three of the four participants increased verbal comments and play turns in Interventions 1 and 2, although some changes were slight. In the oral preschool classroom, two showed improvements in target behaviours with both interventions. Generalisation of skills occurred in two participants. Additionally, all participants generalised some vocabulary from their social story to play. Implications for teaching young children with hearing loss who are oral in inclusive classrooms are discussed.