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One of the challenges of conducting research in classrooms is deciding which stories to follow. A few years ago I spent a year investigating the effects of sign language use on hearing preschool students at a Title I school in South Carolina. The stories that emerged during my time there were rich and plentiful. This editorial focuses on one of those stories by describing the experiences of a 4 year old girl named Alana (the names of individuals, the city and the school have been changed to assure anonymity). While there is no one quite like Alana, classroom teachers may discover that Alana’s struggles resemble similar difficulties faced by their students. Lawrence-Lightfoot (1998) asserts that in the particular resides the general. The exploration of the single case yields themes that are relevant to other cases. As such, Alana’s story offers lessons about teaching and learning that will prove helpful in many classrooms.

Alana: How One Hearing Child Used Sign Language to Move from ‘Disruptive’ Student to a Classroom Expert