In the spring of 2011, I met with an elementary teacher who described the challenges she faced when meeting the curriculum pacing guidelines set by her school district. She explained how she felt a great deal of pressure to address a wide range of content standards within a relatively short period of time due mostly to constraints of high-stakes testing. She then mentioned a possible solution to this dilemma. Her idea became the basis for this study.

This investigation aimed to determine how Digital Storytelling impacted the academic performance and social interactions of a sixth-grade female student with high-functioning Autism. This study was conducted over three weeks in the Gulf Coast region of the United States. Qualitative methodology, using an inductive approach informed by grounded theory, was employed throughout this exploratory case study. This paper concentrates on academic learning, literacy acquisition, and social skills associated with this holistic intervention. Active participation, increased engagement, and critical reflection were identified as the most important factors that contributed to the success of Digital Storytelling within the context of this investigation. Guidelines for classroom implementation are considered, with recommendations offered for future research and practice.