Problem Statement: Utilization of shared reading practice in hearing impaired children's literacy instruction may yield quite beneficial. However an investigation of Turkish literature revealed no studies regarding application of shared reading within elementary settings for hearing or hearing-impaired children. Furthermore international literature is considered rather limited. Rigorous investigations of these practices especially within phonic based literacy instruction settings are needed. Purpose of Study: This paper will respond to following questions in order to exert preparation and application of shared reading for children with hearing impairment. a) What is the importance and frequency of shared reading activities in syllabus? b) What preparations are needed for shared reading activities? c) How should teacher read a storybook with class? Methods: This research is a case study. Among examined variables are properties of storybooks; feasibility of storybook reading in class with regard to instructional aims; application process; required optimization in this process. Two experienced instructors and seven hearing impaired children participated in this research. Data sources of this research are video records from group and personal activities, instruction plans, evaluation files, chilren's literacy development files, clipboards, records from family interviews and weekly expert panels. Findings and Results: Storybook reading is among the suggested procedures for Turkish instruction. Stories offered in Teachers' Manual for Turkish Instruction are not suitable for hearing impaired children's reading levels. Several preparations and precautions are needed before applying and during application of shared reading for hearing impaired children.