The focus of this case study is on four preschool students at Stratton Elementary School in Colorado Springs, Colorado. The classroom is considered to be a special education classroom because a number of the students have articulation deficiencies and learning and developmental disabilities. They are too young to have undergone testing for individualized education programs, or IEPs, but many of them will be tested next year. The majority of the students in the classroom come from low socioeconomic families as well. These factors make it imperative that each student is getting taught proper pre-literacy skills so that they can all succeed alongside their classmates in later grades when learning to read. The research question driving this study is: Does the traditional auditory and visual approach to teaching first sound fluency, a skill taught within phonemic awareness instruction, prove to be effective in teaching students from a variety of backgrounds? The 4-year-old students were chosen for the study because of their closeness in age, all born within one month of each other. One student has a significant speech impediment, one student has a severe hearing loss, one student does not have diagnosed disabilities but has behavior problems, and one student has no diagnosed disabilities and comes from a middle-class family (he was placed in the classroom because his parents work for the district). The method used for data collection was qualitative observations through one-on-one intervention using a basic, picture set with the students three times a week for ten minutes at a time, over the course of three and a half weeks. An informal interview was also conducted with the teacher in order to collect demographic data about the students. The findings reveal that the traditional intervention approach proved effective for the two students without disabilities, somewhat helpful for the student with a speech impediment, and not at all effective on the hard of hearing student. A multisensory approach to teaching first sound fluency, on top of the traditional auditory method, should be used in order to encourage the growth in phonemic awareness skills of all students, regardless of their learning profiles.