This study examined the implementation of a multidisciplinary approach to teaching speaking and listening skills at St. Stephen's, a private 7th-12th grade school. Two teachers from non-English subjects participated in a six-week program to incorporate a common presentation framework and rubric developed by the English department. The study utilized pre- and postquestionnaires, classroom observations, document analysis, and weekly meetings to explore teachers' perceptions, confidence, and instructional practices related to student presentations. Five key themes emerged: inconsistency in prior practices, improvement in student presentation quality, teacher confidence, changes in instruction, and plans for future implementation. Findings indicate that teachers found value in the multidisciplinary approach and observed improvements in student engagement and presentation content after implementing consistent expectations and explicit instruction. Teachers maintained high confidence in their abilities to teach these skills. The study revealed that while teachers regularly assigned presentations, there was a lack of consistency in instruction, expectations, and assessment practices across subjects. After implementing the common framework, teachers reported significant improvements in the quality of student presentations, particularly in content and visual aids. Teachers seamlessly incorporated explicit instruction on speaking and listening skills into their lessons, using shared rubrics and expectations adapted to their specific subjects. Participants developed plans for expanding the program school-wide in the following year, including assigning responsibilities to different departments each quarter. They emphasized the importance of professional development, peer observation, and collaborative planning to support implementation. The study concludes with recommendations for future research, including conducting longitudinal studies to assess long-term impacts on student achievement and replicating the study in diverse school settings. This study demonstrates the potential benefits of a standardized, cross-curricular approach to developing students' speaking and listening skills, highlighting opportunities for schools to enhance these critical life skills across the curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]