The purpose of this study was to investigate whether specific emotion vocabulary could be taught to children with hearing impairments using child-specific social stories and demonstration tasks. The participants were three preschool-aged children who were being served in an auditory-verbal preschool classroom. An A-B single-subject design was used during a small group activity for 10 weeks that took place on average three times a week. During the study, participants were provided small group instruction using social stories and demonstration tasks to teach three target emotion words (afraid, surprised, and frustrated). Results indicated that all children successfully used the target vocabulary without adult prompting to describe target emotions in themselves and in others. The implications for classroom instruction are discussed.