An approach used to help bridge the distance between home and school for bilingual/bicultural immigrant families is described. First, the various roles of the classroom teacher as cultural storyteller, cultural healer, and cultural worker in the relationship between the schools and homes of bilingual students is explored, drawing on recent research and theory. A University of Wisconsin, Oshkosh program for English-as-a-Second-Language and bilingual education teachers, which attempts to train teachers to build bridges between cultures, is also described. It focuses on one course designed to engage teacher trainees in bilingual and language minority family research projects using narrative and ethnographic methods. Student projects culminate in written narratives of family lives, which bring with them increased appreciation of cultural autobiographies as a teaching technique and a deeper understanding of the teacher's varied roles. Issues arising during the project included development of trusting relationships among participants in ethnographic and narrative research, techniques for gathering and arranging stories, ways of representing and interpreting the stories, and determining who the beneficiaries of the research are. (Contains 60 references.) (MSE)