This study, using a mixed methods design, examined the use of a photograph-based model to improve students' language and writing skills. Classes were assigned to receive the photograph-based intervention (experimental) or to receive the regular language-based curriculum (control). Both second and fifth grade students in the experimental group significantly improved their language and writing skills compared to the control group. Second grade students improved significantly more than fifth grade students. The findings also enabled the research team to identify deficiencies that required specific modifications in language curriculum design.