This article describes and evaluates one residential school for the deaf and hard of hearing, Eastern North Carolina School for the Deaf (ENCSD), and their experience in implementing the Fairview Learning program. The program consists of five components (Schimmel & Edwards, 2003). Two of the components--phonemic awareness and literature-based instruction with an emphasis on comprehension--are found in almost all reading programs. The remaining three components, however, are unique. These include: (1) Memorization of 220 common words; (2) Memorization of 265 idiomatic phrases; and (3) Translation from signs to print. As this article was being written, teachers had been using Fairview Learning at ENCSD for just over a year, and the trainer continues to provide assistance through periodic Skype sessions. Three aspects of the program--the Dolch word lists, bridging, and literature-based instruction--were integrated into ENCSD's curriculum during the last school year with greater intensity, as might be expected, in the younger grades. One area receiving emphasis is that of incorporating children's telling of stories in ASL and then translating those stories into written English. Teacher reaction was quite clear, all 14 teachers who implemented the program at ENCSD supported it and believed it was beneficial to the students.