This life history study focuses on a group of European-American, female preservice teachers and how they have learned literacy across contexts within their lives. Specifically, I examined these teachers' "literacy stories" or stories they told about their own learning to read, write, and interpret texts, looking closely at how they used narrative to convey their agency as learners. This article emerges from a gap in the research on narrative, and on teachers' stories in particular. In examining teachers' literacy stories, I ask the following: How do preservice teachers use narrative form to express how they have acted upon and within their social and cultural worlds? What other discursive and grammatical resources do preservice teachers draw on to express their agency? How can attending to preservice teachers' agency in narratives be pedagogically useful for teacher educators? (Contains 1 figure and 2 notes.)