This empirical study examines the sustainability and generalisability of the impact of the storytelling strategy, which was implemented earlier with grade 7 students. The sample of this study involved 30 students which are randomly chosen and four teachers, who participated in the experimental groups. The researcher used the mixed approach for this study were collected during one semester via story writing skills tests and teachers' and students' interviews. The results prompted to statistically significant differences between the mean scores of the students in the follow-up test and the main data collection's posttest in favour of the follow-up test. Statistically significant differences were also found between the mean score of male and female students in the follow-up test in favour of females. The qualitative data showed that the four teachers still continue using the strategy in their written composition lessons hoping for the Ministry to incorporate it within the teacher's guide.