Oral narrative comprehension is an important precursor to reading comprehension. Supporting preschool students in building strong oral narrative comprehension skills prepares them to be successful once they enter formal schooling. Gesture and body movement have been shown to support children's oral narrative comprehension and recall skills. This study examines whether drama-based instruction (DBI)—an organic, inherently gesture- and movement-based approach to teaching—during storytime fosters preschool children's narrative comprehension and recall. In this paper, we compare story retells by preschool students who participated in a DBI storybook reading (n = 90) with retells by preschool students who heard the same book during a business-as-usual (BAU) storytime (n = 106). (author abstract)