Narrative inquiry in English education comes in many shapes and forms--tales of classrooms and communities, didactic argu-stories, postmodern pastiches, open tales with O. Henry endings--but the heart of the enterprise is research in the form of story or, in other words, exploring the world by telling a story about it. In many such tales, all of the traditional dimensions of scholarly research, including a review of relevant literature and a discussion of methodology, get "storied," to become part of the larger story. Narrative inquiry, which has been a recognized research methodology for at least the past twenty-five years in fields ranging from anthropology to psychology to English education and writing studies, might be explained by the fact that practitioners of narrative inquiry simply cannot let go of telling stories. In this article, the authors present a series of interconnected narratives that provide a glimpse into the worlds of practitioners of narrative inquiry at different stages of their careers and in the development of narrative inquiry as a methodology in English education and writing studies over the past twenty-five years.