Teaching narrative structure is an appropriate and practical intervention for serving at- risk students and those with identified disabilities because of its relationship to language and literacy skills. This preliminary study explored a Tier II, collaboratively implemented, small class narrative instruction embedded in everyday classroom activities and Tier III, individualized narrative intervention that incorporated goal setting and self-monitoring training. Students inclusion of story grammar components and language complexity increased in response to narrative instruction and intervention. Implications for research and clinical practice are discussed.