One of the key components of reading is the ability to recognize and understand vocabulary, yet so many students are struggling in that area, leading to huge gaps in their learning. To facilitate in the inquiry of learning new vocabulary words, a method known as LINCS, a mnemonic strategy, was utilized with four high school ESE students of varying exceptionalities attending an alternative school. LINCS stands for: list the parts, identify a reminding word, note a LINCing story, create LINCing picture, self test & supervised practice. In a study by Spencer et. al (2005), LINCS increased student scores to a mean of 90% from pre-test scores of 0%. Schumaker & Deshler (2011) observed an 87% mean score after their students learned how to use the LINCS strategy. This intervention included modeling, guided practice and independent practice for six weeks to determine if LINCS would increase the vocabulary of the ESE students. After six weeks of the intervention, one student demonstrated greater mastery of the strategy as indicated by classroom data. Classroom data indicated increased vocabulary quiz scores and successful answering of comprehension questions from The Crucible. While success was achieved at varying levels for three of the four students, lack of fidelity to the process by the students lead to lower levels of achievement. Study time, state testing and personal issues played a major role in whether or not the students made academic gains. Considering all of the factors involved, students were better able to comprehend The Crucible during and after implementation of the strategy.