Teachers and teaching assistants from three Head Start classrooms implemented a multi-tiered narrative intervention in their preschool classrooms. They delivered large group, small group, and individual lessons with students and administered and scored a progress monitoring tool with all children once a month. A quasi-experimental control group design was conducted to determine the effect of the multi-tiered intervention on children's story retelling skills and story-based language comprehension. The extent to which the Head Start teachers' could deliver the intervention with fidelity and administer and score the progress monitoring probes accurately were examined. Feasibility data were collected via interviews and questionnaires. Results indicated statistically significant improvements favoring the treatment group at Winter and Spring assessment points for story retelling and language comprehension. All measures of teachers' fidelity and reliability were above acceptable standards. As teachers and teaching assistants became more comfortable delivering the intervention, teachers' perceptions of the intervention's feasibility increased. (author abstract)