The purpose of this study was to examine the effects of using a story-mapping procedure to improve and enhance the reading comprehension skills using expository text passages for 3 fourth-grade students with learning disabilities (LD). The study was conducted in the resource classroom in which the participants regularly received reading instruction. A multiple-probe design across participants (Alberto & Troutman, 2009) was utilized to evaluate the effects of the procedure to facilitate the students' comprehension of expository text passages. The participants were individually instructed on common elements of a story and taught to complete a story map while reading expository text passages. After completing the story map, the participants answered five comprehension questions about the selection. Results of the study indicated that the use of the story-mapping procedure improved all three participants' percentage of correct comprehension questions of expository text passages. In addition, the results also revealed immediate improvements from the baseline to intervention phase; and maintenance probes suggested that the effects of the intervention were sustained even after two weeks with no story-mapping instruction. Limitations of the study, implications for practice for classroom teachers, and suggestions for future research are discussed. (Contains 1 table and 1 figure.)