Storytelling is universal and is popular in many cultures where it is a medium people use to preserve their beliefs, social values, wisdom, and cultural experiences as well as transfer them from one generation to another. In American Samoa, over 90% of students are classified as English Language Learners (ELLs) and literacy rates are very low, partly due to the fact that while the official language of instruction in school is English, very few families speak English at home. The purpose of this qualitative case study using observation, interviews, and testing was to examine the use of digital storytelling as a way to enhance writing skills of fifth grade ELL students in one classroom in American Samoa. The conceptual framework was based on the Model of Digital Storytelling combined with Papert's Constructionism Theory. The study examined how students interacted with technology as they created digital stories, how they described their experience, how they perceived creating digital stories influenced their writing, and whether there was an improvement in writing scores from pre- to post-test. Observation findings indicated that students interacted collaboratively with the hardware, the software, and in supporting one another in the writing tasks. While the hardware and software presented a learning curve, students gained confidence over time and were excited and motivated to complete their stories. In interviews, they described their experience as positive, indicating they enjoyed the group work and were proud of their stories, though there was some stress in learning the technology. Students perceived that using technology to create digital stories made writing easier and they learned new words. The pre- and post-testing showed a statistically significant improvement in writing scores, although other factors besides the digital storytelling may have had an impact. Overall, findings suggest that using digital storytelling in the classroom can increase student collaboration and communication, enhance student motivation, provide for a positive learning experience, and result in improved writing outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]