Storytelling is a feature of communication that provides a platform for sharing ideas, knowledge, emotions, and experiences. Deaf students who do not have access to fluent signers outside of the school setting have difficulty mastering the art of storytelling unless they are provided with opportunities to tell their stories at school. A multiple baseline, single-subject study of three intermediate level elementary students in a Mountain West public school was completed with the teacher for the deaf providing instruction through the TEAMS conferencing media. Students attended the tutoring sessions in a separate area in their classroom, a bookroom, or a special education classroom at their home school, with the support of their interpreter. Baselines were established, interventions were designed to meet each student's needs, and the retention of the skills was assessed for the student's use of signing parameters and non-manual markers, story elements, and narrative writing elements. A narrative writing rubric from the district along with researcher created rubrics for storytelling and signing skills provided the data needed to determine if the interventions in this study can be validated through replication with multiple students with individual levels of signed communication proficiency. Rubrics for each of the skills were used to assign a rubric score that was graphed to identify patterns. The data analysis identified a correlation between attaining a first language in sign language with the ability to recall and write their stories in English. [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.]