Narrative research methodology embraces multiple ways of representing lived experience discursively, regardless of a participant's levels of literacy, education or formal occupation. This article explores some of the dilemmas of "doing" narrative research in comparative and international education, with particular emphasis on the postcolonial agenda internationally. The first part of the article explores the current postcolonial context in which narrative research is taking place. From there, a narrative exploration of a particular context, based on research carried out in Sri Lanka, highlights issues of power, language and ideology. This storied discussion illustrates ways in which the narratives of the empowered and the disempowered reveal the complex interrelationships of language and power. Three key methodological dilemmas are examined, and a suggested framework is given to deal with such dilemmas. In sum, this paper is a journey of discovery of narrative research. (Contains 2 tables.)