This article offers an overview of the method of narrative inquiry and explores competing trends in the use of the approach. It not only examines the theories relating to the method but also offers practical guidance on using narrative inquiry, including an exploration of what might count as a narrative and ways of analysing narrative data. The final section of the article presents two different examples of how narrative inquiry has been used. The first example is the use of narrative inquiry as a reflective learning process for students in an undergraduate curriculum. The second example is a narrative inquiry into staff experiences of role change in problem-based learning. Suggestions are also made as to how narrative inquiry might be adapted for use in geography in higher education. (Contains 2 tables and 2 notes.)