There is a growing interest in the field of deafblindness to consider the bodily-tactile modality in the assessment and intervention of cognitive functions in individuals with congenital deafblindness. This study investigated the possibilities of improving tactile working memory abilities of a child with congenital deafblindness with teacher-mediated cognitive learning strategies within the bodily-tactile modality. This study used a single-subject design with a baseline, intervention and follow-up phase. The tactile working memory abilities of the participant with congenital deafblindness were measured using the Tactile Working Memory Scale (TWMS) during the baseline and follow-up phase. During the intervention phase, the teacher received training, coaching on the job and video-feedback. The teacher was observed during all phases by means of video-recordings. After coding, intervention effects on teacher-mediated cognitive learning strategies were determining by visual inspection of data patterns and calculating effect sizes with the Nonoverlapping of All Pairs method. The results show that the TWMS assessment was able to capture the child’s tactile working memory abilities during the baseline phase. Although, two items of the TWMS showed a meaningful change in the follow-up phase, no clear relation was found between this improvement and teacher’s use of cognitive learning strategies.