It is well established that thought experiments are both scientifically and philosophically significant, and even that they are pedagogically significant. However, the basis and methodology for their pedagogical use is not as well established. Pedagogical thought experiments are defined as mental simulations with special features to isolate certain conceptual elements. It is argued that thought experiments are made pedagogically effective through the process of re-enactment of the thought-experimental process. The process of re-enactment is best captured by rewriting thought experiments as stories. Several examples of thought experiments are analysed for their narrative content and an example is given of a pedagogical thought experiment re-written as a story. Recommendations are made as to how such thought experimental stories can be used effectively.