In this article, the author discusses her experiences with developing an English-language science curriculum for students at the experimental Hai Bin Lu Primary School in China. She uses Schwab's (1973) four common denominators (or essential factors) of curricula--teacher, student, subject matter, and milieu--and Genette's (1980) three categories--narrative, story, and telling--to describe the lessons she devised, which were based on experiential narratives. She then discusses the outcomes of the curriculum, which show that experiential narratives are important tools in ethical and environmental education. Finally, she explains students' moments of encounter with the curriculum materials, the content about which they learned, and how their lives changed based on the lessons. (Contains 1 table.)