The purpose of this article is to provide a review on the effectiveness of story mapping to improve the reading comprehension skills of middle and high school (Grades 6-12) students with learning disabilities (LD). An extensive review of the special education research-base revealed twelve (N = 12) story mapping intervention studies that met our criteria for inclusion from 1975 to 2015. Findings indicated that story mapping instruction is an effective, evidence-based intervention to increase the reading comprehension skills of secondary-level students with LD. Discussion of the limitations and directions for future research are provided.