This article chronicles one special educator's process of implementing adaptive instructional strategies in her middle school language arts classroom. Paige Michalski crafted adaptations for her students with disabilities in the curricular area of digital storytelling (Banaszewski, 2002; Dunn, 2000). Digital storytelling involves telling stories using multimedia technologies, providing a format for students to put their thoughts together, visually, aurally, and kinesthetically. Ms. Michalski has found that incorporating the process of digital storytelling into her special education language arts classroom produced numerous benefits. Students appeared to be excited about their projects and committed increased effort in writing and verbal communication. They proved they were able to generate projects, using multimedia software and computer technology. (Contains 5 images and 2 tables.)