In this research paper, we present the results from a single-case study examining the effects of the FIX strategy by Sherman and De La Paz (2015). This metacognitive instructional approach was implemented to improve the persuasive writing skills of tenth graders at high risk for school failure: students with comorbid hearing impairment and learning disabilities. e strategy was taught by way of peer tutoring involving four low-achieving tutees and four high-performing tutors. We applied a multiple-baseline design (AB) with between five and eight intervention sessions. Results indicated that the treatment brought about respectable improvements in three of the four tutees' ability to produce essays designed to convince readers of a particular idea. Thus, our findings suggest that peer-tutorial instruction in the FIX strategy can enhance the persuasive writing skills of adolescents with hearing impairment and learning disabilities even after only a small number of sessions. Practical implications of the results are discussed, and directions for future research are provided.