The authors describe ethical issues they have encountered when teachers develop narratives about their own practice and then again when these narratives are later explored using drama techniques. Specifically, they look at the developmental process itself, both in the creation of the original narrative and the subsequent creation of a dramatic text. They also examine the climate of trust and respect that needs to be in place when teachers share narratives especially when the author of the narrative is not known. Issues of power relationships also arise especially when soliciting narratives from pre-service teachers and sharing them with wider audiences. (Contains 4 notes.)