In a globalized world, the ability to speak English has become increasingly significant. A large number of students who are learning English as foreign language face obstacles in acquiring and storing vocabulary. Children with learning disabilities are especially at risk because of a limited power of retention and motivational struggles. Having an adequate number of words stored in the mental lexicon facilitates the process of language learning and is essential to develop literacy in English as a foreign language. The purpose of this single-case study was to evaluate the effectiveness of a storytelling intervention combined with flashcards and a rewarding procedure in four secondary students with learning disabilities. All of them showed tremendous increases in their performance upon the onset of the training. Visual analysis, effect sizes, and a piecewise regression analysis indicated that the treatment was successful. In addition, a follow-up measurement spoke to the assumption that treatment gains do not immediately drop as soon as the intervention is terminated.