The purpose of this paper is to explore the potential of narrative inquiry to contribute to an understanding of immigrant students' educational experience. Research on immigrant students' education is reviewed and the need for detailed examination of these students' experiences in schools, such as is done in a narrative inquiry, is demonstrated. Current trends in narrative inquiry that focus on multicultural and cross-cultural phenomena are examined. Key questions that narrative inquirers engaged in international and comparative education need to consider are discussed. One narrative inquiry on Mainland Chinese immigrant students in Hong Kong is presented to demonstrate the particular qualities of this form of inquiry and its potential for understanding immigrant students' educational experience. Dilemmas and concerns associated with this form of inquiry are briefly addressed. (Contains 3 notes.)