Current initiatives in education, such as No Child Left Behind and the National Common Core Standards movement, call for the use of evidence-based practices, or those instructional practices that are supported by documentation of their effectiveness related to student learning outcomes, including students with special needs. While hearing loss is a low-incidence disability, the majority of students who are deaf/hard of hearing (D/HH) receive educational services in their local schools, where educators frequently lack proficient sign language skills. One way to provide fluent sign language models is through the use of repeated viewings of stories presented in sign language. We present an overview of the current evidence base for the use of repeated viewings of sign language materials with students who are D/HH. In addition, we detail how sign language materials are created by a collaborative team at a school for the deaf.