Among the academic challenges faced by students from low-socioeconomic status (SES) homes is the loss of academic skills during the summer months. A total of 22 elementary students from low-SES homes participated in a summer program designed to improve oral and written narrative skills. We gathered oral and written narrative samples at the beginning and end of the program and obtained curriculum-based measures (CBMs) weekly from the students. Results revealed a significant improvement in oral narrative skills and written composition. There were no significant changes in CBMs scores, indicating that students did not experience a summer learning loss of literacy skills. This study demonstrates that a well-designed summer program at a local community center can improve narrative outcomes for students from low-SES homes. It is imperative to continue to examine the efficacy of summer programs designed to maintain or facilitate gains in the academic abilities of at-risk students during the summer months.