Background: This investigation details procedures used to teach enhanced natural gestures (ENGs) and illustrates its use with three students with Angelman syndrome (AS). Materials and Methods: Themes were extracted, using a process of content analysis, to organize individuals' feedback pertaining to previous versions of the instructional programme. A "B" case study design was then employed to follow administration of the modified programme with three students in Madrid, Spain. Programme impact was examined relative to changes in each student's uses of ENGs spontaneously and in response to non-specific verbal prompts, along with team members' responses to a questionnaire designed to evaluate programme efficacy. Results: Two of the three students demonstrated particularly rapid and spontaneous uses of their ENGs. Both quantitative and qualitative feedback from teams supported programme efficacy for all three students. Conclusions: The approach appears viable for individuals with AS and has implications for individuals presenting other diagnoses as well. Additional educational/clinical and research implications are discussed.