Students with learning disabilities in writing often experience challenges with many or all of the components of creating text. According to the National Center for Education Statistics (2012), 95% of 8th- and 12th-grade students with disabilities failed to score within the proficient range in writing. This multiple-baseline-across-participants study investigated the use of a mnemonic strategy, STORY, integrated with art, evidence-based instruction, and technology. The results show that three participants' texts improved in level and trend for written content and quality. One participant initially improved but developed a negative trend as the intervention phase progressed into maintenance. Study outcomes extend the research on the effectiveness of mnemonic strategies for improving students' writing and demonstrate that art, evidence-based instruction, and technology have the potential to make positive contributions to writing instruction.