Students with learning disabilities (LD) often experience difficulties in writing fluently and using a diversity of words. To help these students, specific and effective writing strategies must be incorporated into instruction and demonstrated to them through modeling. This study examined the effectiveness of using a story map and story map questions to improve the story writing fluency and word usage diversity of four students with LD using a multiple-probe design. Results showed that three of the four students improved their writing fluency. Regarding the diversity of word usage, no considerable changes were found in the students' writing performance. This finding supports the use of the story mapping strategy by teachers who are looking for ways to improve the writing fluency of students with LD. For students who struggle with the diversity of word usage in story writing, it is suggested this strategy be used in combination with other strategies that focus on improving word usage. (Contains 2 tables and 3 figures.)