In this article Megan Mathisen, a teacher of deaf and hard of hearing children at St. Anne Grade School in St. Anne, Illinois, describes her work with two boys in second grade and one boy in fifth grade who at the beginning of the school year had reading and language delays. After working with them, her second grade boys are now on grade level and her fifth grader is using the third grade curriculum, but they all focus on the fifth grade Common Core Standards. They have made social improvements as well. All have been exposed to other deaf individuals and to ASL literature through video relay services (VRS) and the Internet, and, of course, through direct interaction with each other. While learning these new concepts and strategies in Mathisen's reading and language class, her students learn to question what they read, apply their own thoughts, evaluate, and summarize. Through differentiated instruction that allows a hands-on approach, they are taught the value of taking responsibility for their learning--a skill that Mathisen hopes will be instilled in them for the rest of their individual educational journeys and the knowledge that will last each of them a lifetime.